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ADELLA HELMERSHAUSEN 




TINTYPE BY W. W. MacGREGOR 
FRANKLIN GROVE. ILL. 
MARCH. 1885 



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A Sprafc* nf 31jr Cyrtral {Jnrtrii 

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61849 0. A. S. 3155 0au. 1812 


1891— 1301 


Autflbingraptjtral iEbttinn 


Published by Ben.?. F. Stevens 
The Loqan Square Herald Office 


341H Fullerton Avenue 

CHICAGO 

1917 


DEDICATION 


To the memory of 
Harriet, Adelle J. and to Alice 



FEB -5 1917 

©CLA455449 

Copyright, 1917 



by Maud Minnie Adelia Hel mershausen 


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COLLEGE CHIMES 



'‘My Inheritance, how lordly, wide and fair! 
Time is my Inheritance, to Time I’m heir'’ 

— John Wolfgang von Goethe 
Translated by Thomas Carlyle. 


DIXON BOAT SONG. 


For the regatta on Rock River, 1891. 

Drift with the lovely through the tide 
of years 

While waters flow, 

List to the birds that warble full of 
throat 

In song and rapture of estatic note! 

The warm lights glow 

On waters low 
Yo heave, O. 

Speak out the word that fellowship 
endears 

While waters flow. 

In fair mirage glint castle, crag and 
moat, 

To eld romance, to fairy legend float, 

The warm lights glow 

On waters low 
Yo heave, O. 

The golden splendor all the spirit 
cheers 

While waters flow, 

Far passed the sylvan islands drift 
the boat, 

Passed Dixon where the shining pen- 
nants float! 

The warm lights glow 

On waters low 
Yo heave, O. 

When far the first faint twilight star 
appears 

While waters flow, 

Oft from a gentle poet list and 
quote 

The songs that of the sunny voyage 
dote! 

The warm lights glow 

On waters low 
Yo heave, O. 


COLLEGE CHIMES 


Heard From North Dixon. 

College chimes College chimes 
Ring from the ivy tower. 

Softly the music doth steal and float, 
Over the bridge and the sail-white 
boat 

Ringing the sunset hour 
Golden college chimes, play, O, play! 

Mellow bells, Mellow bells, 

Ring by the riverside. 

Floateth the echo across the stream 
Dying in day’s last flitting beam. 

Over the twilight tide. 

Golden college chimes, play, O, play! 

Belfries bright, Belfries bright, 

Paling in purple mist. 

Ever in life shall we hear thy song 
Ringing the changes the years along 
Keeping our youth’s first tryst, 
Golden college chimes, play, O, play! 

THE WARM NIGHT SKY 
DOTH BEND ON HIGH. 


The warm, night sky doth bend on 
high 

Not dark, but blue and bright and 
starry 

The stars are here, the stars are near 
And all the air is gold and starry. 

Hark, sweet guitar! Hark, the soft 
music ringing 

Hark, sweet guitar! Hark, it is my 
heart singing, 

“Addio, mia bella, addio.” 

So softly low, doth fall and flow 
All calm and smooth and lithe and 
airy 

The river bright; and in the light 
I twine the roses white and fairy. 

Hark, sweet guitar! Softly the 

waters falling 

Hark, sweet guitar! Heart, it is my 
heart calling 
“Addio, mia bella, addio.” 

A troubadour doth lightly pour 

His tender song of youth and 

beauty, 

The hours are light, the hopes are 
bright, 

And love and life are dream and 
duty. 

Hark, sweet guitar! Softly the 

zephyrs straying 

Hark, sweet guitar! Still is the warm 
heart saying 

“Addio, mia bella, addio.” 


BALLADE OF VENETIAN NIGHT. 


Here the veils of the azure and mist 

That are wrapped in empyreal light, 

Throw a shadow of pale amethyst 

On the beautiful bosom of night. 

And the waters are wonderous white 

In the silvery sheen of the moon. 

And there falls a soft silence in spite 

Just a breath of a murmuring tune. 

Here the breeze and the marbles have 
kissed, 

And a gondolier hovers in sight. 

With a wreath of moss-buds for his 
tryst 

And they spell what his heart doth 
indite. 

And the fingers to clasp them are 
slight 

For I saw them today at high noon, 

When she played, (was it mermaid 
or spright?) 

Just a breath of a murmuring tune. 

Here the chimes of the bells on the 
height 

With the dreams of our loves are 
awist 

As they play in their spell and their 
might 

To a song on the air, list, O. list! 

And they sprinkle the plaza till quite 

We are deep in youth’s summery 
June, 

And two little gay dreams take in 
flight 

Just a breath of a murmuring tune. 

Envoy. 

Prince, two little gay lamps glitter 
bright 

In a gondola on the lagoon, 

And we two in a constancy plight 

Just a breath of a murmuring tune. 

“Addio, mia bella, addio.” 


II. 

BALLADE OF WHITE CARNATION. 


Hear a song for the flower of my 
choice 

With its fragrance of Araby’s nard, 

For it merits the musical voice 
Of a mandolin played by a bard, 

And yet often the word doth retard 
Where again through the years it 
has rolled, 

And around it my heart keeps its 
guard 

For it bloomed in the gardens of 
old. 

Here the brow of a princess of Reuss 
In the royal carnation has starred; 

In the trappings that tinsel the Bloys 
Here the sheen of the blossom has 
sparred, 

With the jewels of jasper and sard; 
Where the knights and the ladies 
have strolled 

Through the vine and the vale of 
Le Vard, 

For it bloomed in the gardens of 
old. 


Hei'e the vision my heart doth rejoice 
At the green, and the old-fashioned 
yard, 

Where I bent as the ‘-Lady Du Boise” 
By the little sweet pink in the 
shard. 

And then nothing the melody jarred 
As full often the tale I retold, 

And then nothing the Beauteous 
marred 

For it bloomed in the gardens of 

oid. 

Envoy. 

Ye fair ladies in satin foularde 

And ye knights in lace, velvet and 
gold. 

Prithee. Can I the fancy discard 
For it bloomed in the gardens of 
old 

‘‘Addio, mia bella, addio.” 

For a midsummer festival where 
each lady represents a flower and 
sings its praise. 


III. 

BALLADE OF THE SIXTY-FOURTH. 

To the haunts of the tribes of Cutchee 
In the far away mountains of Ind- 
We’ll away to the north of Scinde 
Where the eagles speed swift in the 
wind; 

And the cries of the eaglets are 
dinned 

In the fall of the wild, leaping rill. 
To the summits the colors are pinned 
Let us scale the precipitous hill! 

To the crest, ye Bengal Infantry, 

In the far away mountains of Ind! 
We’ll forget the wild-flung mutiny 
Where the eagles speed swift in the 
wind. 

And the blackened cashier we rescind. 
When the Sixty-fourth climbs with 
a will. 

To the summits the colors are pinned 
Let us scale the precipitous hill! 

Where the goat-paths wind up the 
Scinde 

In the far away mountains of Ind, 
We will track the wild tribes of 
Cutchee 

In the sharp biting teeth of the 
wind. 

Where the echo speaks only ‘ ‘Re- 
scind!” 

Here’s to Napier! Cheer with a 
will- 

To the summits the colors are pinned 
Let us scale the precipitous hill! 

Envoy. 

Prince, our lives are the mountains of 
Ind, 

And the heights are the conquests 
of Will; 

To the summits the colors are pinned 
Let us scale the precipitous hill! 
“Addio, mia bella, addio.’' 

Having mutined, the Sixty-fourth 
Bengal Infantry was deprived of its 
colors and had its colonel cashiered. 
It was offered pardon if it would 
scale the steep heights north of 
Scinde and attack the tribes of Cut- 
chee. 


THE LAST ANGEL 

OF CORREGGIO. 

“II Correggio in limine mortis 

pinxit 17 August, 1534.” 

Taddeo stood beside him. At his 
feet 

His little child lay down her gol- 
den head, 

Within the air in softened under- 
beat 

An angel spread its pinions for the 
dead. 

It oft had come, — the silent minis- 
trant — 

Had sweetly stilled the sorrows of 
his life. 

White, Holy One — celestial visitant — 

When he was bowed and broken in 
the strife. 

Its countenance the master could not 
trace 

Still blinded by his frail mortality, 

Yet painting it, he caught the quiet 
grace 

Of sleeping child in naive simplic- 
ity, 

And dreaming close beside the gates 
of death 

The spirit of his yearning gave it 
wings 

So lacking of the strength and soul 
of breath 

It came to be of animated things. 

The last, faint stroke — a quiver — by 
the bed, 

(The child unwakened from a dewy 
sleep), 

Beside the closing eye, the sinking 
head, 

A saddened vigil Death had come 
to keep. 

Then lo! the angel lifted up its face 

Like to his mother strangely glor- 
ified 

Took on the features he had come to 
trace 

And bent in benediction as he died. 


WHERE WENT 

FORTUNE THITHER. 


Where, O where, went Fortune 
thither 

O’er the silvery river, 

Floating lightly, lightly whither 
E’er the long bright lances quiver? 

When the aspen leaflets shiver 
Like a ditty on a cither’, 

Where, O where, went Fortune 

thither 

O’er the silvery river? 

Fortune is a stingy giver 
All her fruit distills to wither, 
Grasping lightly, sting and sliver 
Pierce me like a thistle hither, 

Where, O where, went Fortune 

thither 

O’er the silvery river? 


THE HUNT. 


And its Oh, and its Oh, and its Oh 
for the hill 

And the bugle note of the horn, 

And the lead of the steed in its speed 
on the hill 

In the stirring hunt at the morn! 

i 

And its fair, and its rare, in the air 
on the hill 

On the sloping down and along; 

With a leap and a sweep on the 
steep of the hill 

In the swinging dash of the throng! 

And the neigh and the bay far away 
on the hill, 

And the gleam of red through the 
trees, 

And a cheer, and a cheer, Oh, the 
deer on the hill 

It is dropped and bayed to its 
knees ! 

And Oh, hark, and Oh, hark, in the 
dark of the hill 

In the woodland haunt of the leaves, 

Low to lie, low to die, stilled the sigh 
on the hill, 

And the gasping fawn as it grieves. 


SONG OF THE SOUL 


I am the Human Soul 
Wrought in a perfect whole 
Older than sphinx or scroll 
Tide, tune, or time. 

Power of an attribute 
And a phenomenon. 

Quest of a vast pursuit 
Expanding on and on 
I am sublime. 

To feel, to know, to will, 
Thus to relate, fulfill, 

Whole, yet as part, I thrill, 
Powers intertwine. 

Unit of thought am I 
All indivisible 
Ego, the ages by, 

Eternal, wonderful. 

From the divine. 

Three in a mystery, 
Interdependently, 

Marvelous trinity, 

Blent in a whole. 

To feel, thus know, and will; 

Know, and to will, and feel; 
To will, yet feeling still 
The knowing mind reveal, 

I am the Soul. 


White’s “Elements of Pedagogy,” 
ed. 1886, p. 21. 


THE CHORUS OF THE DAY 


Scene: The stage of the assembly 
hall. Act I. Aurora enters, clad in 
white, with a troop of Hours in rain- 
bow colors. She opens the rosy gates 
of morn. A chariot of gold appears. 

First Chorus of Hours sing. 

And like a summer morn art thou 
Dawn-bright, rose-beautiful, dew- 

pearled, 

The rosy dawn upon thy brow. 

Dawn-bright, rose-beautiful, dew- 

pearled 

The chariot sun drives up the sky 
Across the spaces of the world. 

The chariot sun drives up the sky 
And Phoebus guides the magic steeds 
The spangled Hours go stately by. 

And Phoebus guides the magic steeds 
And earth hangs like a school-boy’s 
ball 

Beneath his gaze. Aurora leads. 


Act II. The Day God enters, ar- 
rayed in yellow, with a troop of 
Hours in crimson and gold. He is 
seated in a chariot. 

Second Chorus of Hours sing. 
And like a summer day art thou 
Noon-bright, song-wonderful, red- 
gold 

A golden crown upon thy brow. 

I 

Noon-bright, song-wonderful, red- 
gold 

The chariot sun stands in the sky 
At zenith, and doth Jove behold. 

The chariot sun stands in the sky 
And Phoebus stays the magic steeds 
And golden Hours stand idly by. 

And Phoebus stays the magic steeds 
The panorama and the quest 
Of man and life. The Day-God leads. 

Act III. Vespera enters from the 
right, clad in black with a troop of 
Hours in silver and blue. She 
closes the starry gates of night. A 
chariot half disappears. 

Third chorus of Hours sing. 

And like a summer eve art thou 
Night-starred, light-glorious, moon- 
gold 

The stars encircled on the brow. 

Night-starred, light-glorious, moon- 
gold 

The chariot sun drives down the sky 
Below the spaces of the world. 

The chanct sun drives down the sky 
And Phoebus passes out of sight 
And one by one the Hours die. 

And Phoebus passes out of sight 
And earth fades to a paling star 
Beyond his gaze. Vespera bright. 



Act. IV. Alma Mater enters clad 
in the college colors, attended by a 
freshman, sophmore, junior and sen- 
ior. She seats herself on a dais. 

Three choruses in unison sing. 
The morn, the noon, the eve art thou 
Dawn-bright, day-beautiful, night- 
starred, 

A world-crown on thy holy brow. 

Dawnbright day-beautiful, night- 
starred, 

The chariot life rolls on for thee 
The Hours wait at the portals barred. 

The chariot life rolls on for thee 
And life for us is all untried 
Our Alma Mater! Hail to thee! 

And life for us is all untried 
Thou hast the chart and Phoebus’ 
reins 

Our Alma Mater, and our Guide. 


ROW, DIXON, ROW. 


Sing,, maidens, sing! 

The music floats o’er silver boats, 
And sylvan islands wide and airy, 
As sweet as bird, as lightly heard. 
And the gay chansonette rings 
faint and fairy. 

Row, boatmen, row! 

To the bright oars gently rowing 
O’er the waters brightly flowing 
In the breezes blowing, blowing, 
Row, Dixon, row ! 

Row, maiden row! 

In lilt and rune and all attune 
And thrilling, stilling. Naught 
can sever 

The golden moon, mid-summer 
June, 

And the songs singing of con- 
stance ever. 

Sing, boatmen, sing! 

In the shadows softly stealing 
By the banks, like Druids kneeling 
And their altar-fires revealing, 
Row, Dixon, row ! 

Row, boatmen, row! 

As softly swell as distant bell 
The sweet, old tales so rimed in 
beauty, 

And pledge thee well, and drift, 
and tell 

Of thy troth, breathing of truth 
and duty. 

Sing .maiden, sing! 

Where the heart doth tune the 
singing. 

All the golden harps are ringing. 
And the echoes ringing, singing, 
Row, Dixon, row! 


THE LOVELINESS OF EARTH 
AND SEA AND SKY, 


Suggested while on an early train 

for Dixon College, one Monday morn- 
ing in May, 1891. 

There is a beauty in each transient 
thing, 

A type of loveliness that lasts for 
aye 

On earth, in waters, or upon the wing. 

Some touch of nature knowing no 
decay, 

A hue, a voice, a movement fine and 
fair. 

A jewel in its keeping rathe and rare. 

O, would that it were mine that inner 
sight 

To view the early sun as orb of light. 

To strike from flint the opal fires 
that die, 

And scan the cloudlands for the silver 
bright, 

The loveliness of earth and sea and 
sky. 

In tangled thickets where no voices 
sing 

The bird whose plumage is so sad 
a gray; 

The weed which hath no fragrant 
breath to fling 

O’er rusty stalks along a ,san<iy 
way; 

No bee that boometh in the blossoms 
there 

Nor beetle scuttleing the darkest lair; 

Not scrubby pine along a drifting 
height, 

Or faint star lost among the stars of 
night 

But some sweet hints of beauty there- 
in lie. 

What treasure-trove that sympathetic 
sight! 

The loveliness of earth and sea and 
sky. 

The vulture faint and far, a sky-born 
king, 

Doth sweep the heavens at the 
break of day, 

No trophy doth his horny talons 
bring 

Nor nesting grasses from the stacks 
of hay 

He soars aloft to upper currents 
where 

His wheeling spirals climb the pul- 
sate air 


All grace, all effortless, in mystic 
flight. 

Now onward, outward, to the left, the 
right, 

Now up, a tiny midge so far on high! 

The charm and quest of voyage. O, 
for sight! 

The loveliness of earth and sea and 
sky. 

At an amazing speed, a mystic 
thing, 

To face the rising wind he doth assay 

Concentric circles curving ring on 
ring, 

Now wider, wider, wider in their 
sway. 

He takes the storms far challenge, 
and the dare 

Of thunders, and the lurit' lightning's 
glare. 

What though the oak-ti«e crashes in 
its might 

His not the tumult or the spell of 
fright 

The tempest’s anger or the wild 
bird's cry. 

O would that it were mine, that inner 
sight 

The loveliness of earth and sea and 
sky. 

Somewhere the vernal year is always 
Spring. 

Sometime the spring-tide hath its 
floral May. 

By some still chancil doth a vestal 
swing 

A rarer incense than the rose-bou- 
quet. 

Somehow the winds their noble an- 
thems bear 

Above the clamor and the noisy blare, 

In dim rock-pools the lilies open 
white 

On sweet south shore the waves their 
words indite 

O'er miles of sand the shifting waters 
bv. 

O, would that it were mine, the inner 
sight, 

The loveliness of earth and sea and 
sky. 

Envoy. 

O, realm of beauty! On a golden 
stair 

Some nlace the world is always rapt 
in prayer, 

The angels to its portals to invite. 

The spell of loveliness is all about 
us, quite 

A part of us, is we but see it nigh. 

What treasure-trove that sympathetic 
sight, 

The loveliness of earth and sea and 
sky! 


THE LAMENT 

OF VERGINGETORIX. 


[During the six years the noble Ver- 
cingetorix was reserved in chains be- 
fore being led in Caesar’s triumphal 
procession at Rome.] 

Ye far, wild valleys of Auvergne! 

Ye white jagged peaks that stretch 
away 

And touch far-off the cloud-shred sky; 
Made glorious with break of day, 

My heart is bursting in its sway! 

The Arveni are conquered men. 

Vergasillaunus is undone. 

No more the standard shall go on 
Wave-kissed in glory of the sun. 

O kinsman, comrade, mighty one! 

No more the Bituriges wait. 

Their fair Avaricum make glad. 

No more the Aedui drive back 

The eagles lest the Loire flow sad. 

0 agony that Gaul hath had. 

And here unarmed through sun and 
frost 

1 must lie down, a captive chained, 
While Caesar rideth through the lands 

And crowns the victories he gained, 
Dear countrymen so sorely pained! 

My limbs shall burst the fettered 
links! 

My arms, ah for a mightiness! 

To rest while all the country dies — 
Give me but liberty, no less, 

And dawn shall yet the Auvergne 
bless. 

In dreams I see him ride the field, 

His purple toga windward-fanned; 
Nor falcon in the upper hills 

Had keenlier the distance scanned, 
World-warrior, more than Roman- 
manned. 

I honor him and yet — Auvergne — 
Bright, sunny country of my birth, 
Glad beauty grown all glorious, 

That can make treasure-trove of 
earth. 

Old wine of ages poured to mirth! 

Sharp sword laid down, swift javelin! 

Strong bow and arrow all unstrung, 
Great buckler, shield and helmet 
proud, 

High standard to the breezes swung, 
Wild battle-songs so long unsung. 

O white, O beautiful Auvergne! 

Gregovia — on that far street 
The mightiest of any land 

Were wont in counselings to meet. 
My maiden-lover, more than sweet! 


Shall Caesar wear the bay! Ah, well, 
A nobler man was never crowned 
Nor braver man, O Gaul, than thine, 
Shall grace the triumph — on the 
ground — 

So shamefully and sorely bound. 

But patience, let a warrior die. 

Not for myself are these, called 
tears, 

But for the vanquished brotherhood, 
The degradation of the years, 

The wreck of sires and sons and 
seers. 

O beautiful, my own Auvergne! 

Ye meadows where the sunlight 
dies! 

Ye rivers winding oceanward, 
Empictured with the constant skies! 
Ye eastward gates where morns 
arise! 

O white, O beautiful Auvergne! 

Vast blue, the moonlight scarcely 
chills! 

Ye peaks upon whose dizzy heights 
The snow in mountain-streams dis- 
tills! 

O somewhere, some where o’er the 
hills! 

May 28, 1891. 

The Gallic War, Book VII, Part 89, 
Caesar. — Postero die Vercingetorix 
concilio convocato id bellum se susce- 
pisse non suarum necessitatum sed 
communis libertatis causa demonstrat; 
et quoniam sit fortunae cedendum, ad 
utramque rem se illis offerre, seu 
morte sua Romanis satisfacere seu 
vivum tradere velint. Mittuntur de 
his rebus ad Caesarem legati. Iubet 
arma tradi principes produci. Ipse 
in munitione pro castris considit; eo 
duces producuntur. Vercingetorix 
deditur; arma proiciuntur. 


New York, July 1, 1891. 
Editorial Rooms New York Observer, 
37 and 38 Park Row. 

Miss Minnie Adella Helmershausen: 
Enclosed please find check for five 
dollars in payment for your article in 
New York Observer of June 4. 
Respectfully, 

NEW YORK OBSERVER. 


FROM MY AUTHORS' 

AUTOGRAPH ALBUM. 


NOTE: 

Office of L. B. Neighbour, County 
Surveyor of Lee County, City Engi- 
neering, Land Surveying and Tile 
Drainage. Residence 603 West Third 
St., Dixon, 111. 

Dixon, 111., June 26, 1891. 
Dear Friend: — 

Let me translate you a passage 
from the pagan poet Horace, tho’ I 
may not do him justice: The pure 
of life, the free of sin, needs not the 
Maurian dart, O Fuscus, friend, — nor 
quiver burdened with envenomed ar- 
rows — whether about to take his jour- 
ney o’er frozen Caucasus, or where 
the fabled Hydaspes laves his banks. 
For, a wolf in the Sabine wood fled 
me unarmed one day when, my cares 
aside, I wandered beyond my ’cus- 
tomed path, singing of my little prat- 
tling friend, my Lalage. Place me on 
cheerless plains whose tree-bare bos- 
om feels not the summer breeze, — on 
what part of the earth clouds and an 
evil sky o'er canopy, — place me under 
the chariot of the too near Sun, in 
lands denied for homes, — I still will 
sing my sweetly smiling, sweetly 
prattling Lalage. 

Your appreciative friend, 

L. B. NEIGHBOUR. 
For Miss Helmershausen. 


LALAGE. 


My Youth’s Poetic Gift of Song. 

The ioy exquisite of the glowing mind 
At the still hour, from out the throb- 
bing heart. 

Tuned to a music mete, to sing its 
song, 

To press itself out to the universe 
To find its ego, being, entity 
Is rapt with wonder. For a moment’s 
span 

To be among the primal things, to 
stand 

With forces marvelous, creative, new. 
To sense the great Eternal in the soul 
Behold the vertical, the erect plumb. 
Review the rare perfection of the 
curve, 

To measure love and justice by the 
square. 

Interpreter of thoughts too deep for 
speech 

There is a marvel that such wealth 
of light 

Can bathe the purple cloud on bank 
of gold, 

Such music waken in the sylvan 
breeze, 

Such burnished blue paint dark the 
midnight sea. 

A scroll of alabaster hangs unrolled 
Half-opened on the fine empyrean air. 
Its whiteness as the tablets blazoned 
out 

Of rare Carrara in Italia. 

The lettering is all of purest gold 
As bars of Ophir, full of smothered 
flame. 


The script is Grecian such as Sappho 
sung 

In her long-lost but unforgotten strain, 
The lovely singer who outlives her 
song. 

The sweetness as white manna to the 
taste 

Delicious as the flow from Attic hives 
The music like the mingling of the 
waters, 

A glowing rapture never tuned on 
earth, 

A tone from off the harp of cherubim 
In the celestial chorus. Harmonies, 
Majestic strains, melodious psalmody, 
So beautiful the whole soul quivers 
through, 

As if the ear of earth for one small 
moment 

Lay listening to the singing spheres; 
Heaven 

At that sam© time letting loose psal- 
teries 

And viols, Cymbals, citherns, citoles. 

A rathe interpreter, half-lifted up 
Completely quiet, where no outer 
strife 

Is rampant. Breath of sweet, tran- 
quillity 

Is here. Sweet poesy is ever mine. 
No Maurian dart protects nor bur- 
dened quiver 

Of sharp envenomed arrows. My 
shield is song. 

My helmet is the dream that hallows 
life, 

O’er frozen Caucasus, or where the 
way is long. 

Where fabled Hydaspes laves yet his 
banks 

Or daily dull routine runs slowly on. 
Within the Sabine woods no wolf shall 
smite 

For there is bound a Palmer shell 
from Joppa 

Upon my heart. Awake O Harp! 

What though the plains are cheerless 
to the sight, 

The treetops bare, the clouds my can- 
opy— 

Yea, even if the chariot of Phoebus 
sweeps 

And I, an endless pilgrim, roam and 
roam — 

Still will I sing the songs love fain 
would hear 

To give the message faith hath hum- 
bly lived 

To share the hope that healed my 
own torn grief. 

Perchance Sandolphin with the gar- 
lands white 

May stoop to sing; or Michael, the 
great prince 

Of angels; or Gabriel may be far 
Before the throne with alleluias, 

The Beni-Elohim sounding harps. 
Some note of joy may fall from 
chords divine 

Through silent spaces down far worlds 
to worlds 

And throb a star of flame upon my 
song; 

Then shall I see the sweetly smiling 
friend, 

The sweetly prattling Lalage, bright 
one 

Of earth, my youth’s poetic gift of 
song. 

In one rapt vision, and fair Lalage, 
The singing angel, my unfettered soul. 


ALL IS LIGHT 


All is light, — the Voice first broken 
Over lone, chaotic waste, 

To our darkness here hath spoken 
Haloing the clouds He placed. 

Pitying, yet all permitting, 

111 He over-ruled for good, 

And His Fatherhood befitting 

Watched where no attendant stood. 

All is light tor thee, departed. 

Earth no bitterness may hold, 

Nor the dusk of grief deep-hearted 
Settle o’er that land of gold. 

O’er that land where John, long- 
sainted, 

Angel-called at age to look, 

Of its light celestial painted 
At the closing of the Book. 

I 

All is light, for brother, only 
Such a little time shall be 
Dusk between the darkness lonely 
And the light of meeting thee. 

I 

Not farewell, no word so tearful 
Speeds thee from these shores of 
pain. 

Faith has vanquished Death, the fear- 
ful, 

William, friend, Auf Wedersehn. 
Dixon College, 1891. 


Prof. Franz Emil Rice, the Instruc- 
tor in German, gave me a copy of his 
elegy “All Is Dark.” Returning from 
a prayer service in the church on 
Wednesday evening, I re-read the 
elegy, and wrote at once the reply 
‘‘All Is Light.” The deceased Mr. 
William Godfrey I had never met, but 
sorrow is common to all. Prof. 
Rice sent a copy of “All Is Light” to 
the family and the bereaved mother 
wrote to me: “Kinu friend, Please 
accept my heart felt thanks for your 
soul-inspiring poem. We prize it high- 
ly. Through the kindness of Prof. 
Rice it was sent here and published 
in our weekly paper. How strange 
after a lapse of five years you should 
be impressed to write a conclusion 
for “All Is Dark!” Just the opposite 
“All Is Light.” You have given me 
beautiful thoughts and I have read, 
re-read, and pondered over them. The 
past five years have been a sorrowful 
past to me through the deplorable 
loss of a precious and ambitious son. 
Let me again extend to you our sin- 
cere thanks. 

MRS. M. GODFREY. 

Lansing, Allamakee, Co., 

Iowa. 

Written at the Reuben Trowbridge 
House, Dixon College. 


TITIAN GOLD 


Loved little Faith has golden hair 
On which the lights of sunset burn 
Where mingle shadows soft as air 
That waver as the fronded fern, 

A fitting glory strangely fair 
That o’er the darling seems to 
yearn. 

Eld Titian in the sea-kissed isle 
Had dream of such refulgent hue. 
Half caught from sunset’s wondrous 
smile. 

Upon the radii of blue; 

To o’er his Violanti while, 

In raptured vision rathe and new. 

A little saint — with sweet surprise. 

She views the sunny world around. 
She drinks the nectar of the skies 
And dips ambrosia from the ground, 
Her shadow-darkened, star-lit eyes 
By heaven only uipward-bound. 

July, 1891. 

Written at the request of Prof, and 
Mrs. L. B. Neighbour, about the beau- 
tiful curls of their daughter. Faith. — 
At the Trowbridge House, Dixon 
College. 


ROSE, BIRDLING, STAR 


Rose of white, Rose of light, 

Bloom for Grace Evelyn. 

White, light, in dewdrops bright 
Bloom for Grace Evelyn. 

Bright on the treilised lattice bloom. 
Sweetly the summer air perfume. 

Spilling thy heart within, 

Musk and attar-rose, damask, attar- 
rose, bloom, O, bloom. 

Birdling wing, Birdling sing, 

Sing for Grace Evelyn. 

Wing, sing, the zephyrs ring, 

Sing for Grace Evelyn. 

Wing o’er the treilised lattice wing, 
Madrigal sweetly, softly sing 
Bursting thy heart within, 

Lift thy lilting tune, trill thy trysting 
tune, sing, O, sing. 

Star of fire, Heart’s desire. 

Glow for Grace Evelyn. 

Higher, nigher, doth Hope aspire 
Glow for Grace Evelyn. 

Gleam o’er the treilised lattice gleam 
Fall as a sprite in starlit beam 
Waking her love within. 

Star of maiden love, love-star gold 
above, gleam, O, gleam. 

To Grace Evelyn Hoon. 


TEMPERANCE PHYSIOLOGY 
IN THE GRADES. 


While a student at Dixon College 
the Good Templars at Franklin Grove 
asked me to represent them at a Lee 
Qounty Good Templars meeting at 
Dixon. Mrs. Pinkham, the College 
Matron, accompanied me and we 
spent an enjoyable evening. 

THE OUTLINE. 

Through years of teaching temper- 
ance in the grades this outline has 
been added to, and abridged, and hav- 
ing been found workable, is present- 
ed: 

I. The Chemistry of Alcohol 

(C 2 H 6 O) 

1st week — Fermentation. 

2nd week — Alcoholic Ferment. 

3rd -week — -Fermentation and Dis- 
tilled Liquors. 

4th week — Fruits, Grains, Vegetables. 

II. Effects of Alcohol on the Human 

Body. 

1st week — The Lungs choked. 

2nd week — The Blood poisoned. 

3rd week — Tissue destroyed. 

4th week^-Heart weakened. 

III. Alcohol Neither Food Nor Medi- 

cine. 

1st week — Digestion retarded. 

2nd week — Fatigue not cuied. 

3rd week — Heat not produced. 

4th week — Strength not increased. 

IV. Alcohol and the Brain and Mind. 
Its week — Appetite created. 

2nd week — Heredity a curse. 

3rd week — Shock received. 

4th week — Mental powers lessened. 


Fermentation changes the funda- 
mental character of the original sub- 
stance, through the w T ork of minute, 
living organisms, analogous to bac- 
teria. Acting upon fermentable sug- 
ars, it produces alcohol, the result of 
decomposition and the cause of intox- 
ication. 

Every fermentation has its specific 
ferment, and alcohol has one also 
called yeast, which is a mass of wild 
yeast plants. These plants multiply 
in free oxygen, and only without oxy- 
gen when in fermentable substances. 
Twenty-four thousand laid in a 
straight row will measure one inch. 
These sporific organisms floating in 
the air, or upon the rinds of fruits and 
the husks of grain are harmless, but 
upon reaching the juices they attack 
the sugar cells, generate carbon di- 
oxide, and decompose the whole sub- 
stance into volatile oils, ethers and 
alcohol. 

Distillation changes fermented 
liquors into alcoholic vapor by heating 
and the vapor-condensation produces 
alcohol. From soured barley, corn, 
potatoes, and rye, whiskey is distilled. 
From grape-juice, “Must” becomes 
wine, and brandy is distilled. From 
molasses rum is obtained. From bar- 
ley, rye, oil of juniper, oil of turpen- 
tine, gin is obtained. From hard 
wood, methyl alcohol, and from whis- 
key, fruits, and grains, ethyl alcohol 
is obtaineu. From malt of barley, 
hops and yeast, beer is brewed. 
From apples, cider is made. When 
cider bubbles it is fermented. Unfer- 
mented wine, charged with carbon di- 


oxide, changes to champagne. Sugars 
from the starch in various grains 
make malt liquors. 

For preservation, fruits, grains ana 
vegetables may be canned, preserved, 
pickled, dried, ground or retined. Fer- 
mentation is prevented by heating to 
the boiling point, They are then free 
from ferments. In baking bread the 
heat drives the alcohol and carbon 
dioxide out of the dough but retains 
the proteids. 

Alcohol destroys the function of 
breathing. The lungs are composed 
of six hundred million cells, and are 
soft, spongy and elastic. Their func- 
tion is the absorption of oxygen. A 
small portion of alcohol retards the 
work. Carbon-dioxide is retained, os- 
motic exchange of gases in checked 
and as the cells congest the vitalizing 
oxygen narrows, and in places, fails. 

The blood consists of plasma con- 
taining red and white cells. Thirty- 
five hundred cells measure an inch. 
To every ten red cells there is one 
white cell. These cells breathe for 
the blood. Alcohol acts as an irri- 
tant; the various blood-vessels are di- 
lated, the red cells shrunken and coag- 
ulated. Alcohol paralyzes the white 
cells and they are unable to react 
upon toxins. Alcohol acts in two 
ways: it attacks the fibrin and thins 
the blood, or it burns the liquid and 
causes coagulation. 

UVlucous membrane covers the open 
cavities and serous membrane covers 
the closed cavities of the body. There 
are also various tissues. The pericar- 
dium, periosteum and pleura are modi- 
fications of membrane. Alcohol is 
harmful to tissue because it must mix 
with water absorbed from membrane, 
or through membrane, until it reaches 
the point of saturation. Inflammation 
followed bv degeneration produces the 
complete dissolution of the membrane 
and tissue. 

The heart is the organ whose func- 
tion is to propel the blood. Alcohol 
paralyzes the nerves that control the 
flow. The strain upon the walls 
threatens rupture. Increased action, 
accelerate' 3 -aspiration enlarged cur- 
rent of blouu, produce degeneration. 
The apparent stimulation is due to 
dangerous capillary contraction, and 
leaves the heart weaker. 

Digestion takes place by the process 
of oxidation. Muscle contracts, fer- 
mentation occurs, oxygen is ab; orbed, 
carbon dioxide expelled, potential en- 
ergy liberated, and action stimulated. 
Food supplies energy. Alcohol lowers 
the temperature, retards the activity, 
coagulates the digestive fluids, and 
weakens assimilation. 

Alcohol, which is a dehydrating poi- 
son, cannot prevent or cure fatigue. 
It dulls the sensory nerves and drugs 
the motory nerves. The lethargy pro- 
duced by the narcotic effects of alco- 
hol is a relief from the sensation of 
fatigue, but causes injury. Alcohol 
acts as a stimulant, spurs the heart, 
deadens the brain and produces col- 
lapse. Fatigue is neither prevented 


or cured. After semistupor is occa- 
sioned, then insidious demoralization 
of nerve and vitality begin. 

Heat is caused by oxidation and 
combustion. As alcohol contains but 
a small amount of carbon and hydro- 
gen. it produces but little combustion. 
The flushed face does not indicate that 
alcohol has produced heat. Alcohol 
is an irritant narcotic. It forces the 
blood to the surface of the body, 
where it quickly cools. Irritation is 
not invigoration. 

Alcohol doos not produce strength, 
for it is not a tissue-builder. Undue 
exertion, under the spur of alcohol, 
causes superfluous waste accumula- 
tions, and the blood becomes poi- 
soned. Alcohol fails to sustain effort, 
to give precision or to increase volun- 
tary muscular work. Employers rule 
against users of alcohol. 

Food relieves hunger and creates no 
appetite, while alcohol stupefies hun- 
ger and rouses an ungovernable appe- 
tite. Alcohol impairs the will and 
dethrones the reason. Alcohol be- 
comes sovereign, and man its slave. 

Physical, mental and moral facul- 
ties descend from one generation to 
another. If the grandsire is a drunk- 
ard, the son is a weakling, and the 
grandson is a degenerate. Asylums 
are filled with victims of inherited al- 
coholism. Alcohol undermines the 
reason, impairs the will, affects the 
senses, produces appetite, propagates 
vicious tendencies of a line of descend- 
ants from its first victim. 

A drunkard is a poisoned man, for 
alcohol is a protoplasmic poison. Once 
weakened by alcohol, a body never 
regains its original vigor. There is 
muscular weakness, with pitching 
step, stammering speech, and the cer- 
ebellum gives way. There is mental 
weakness; the will, reason, and judg- 
ment fail, and the cerebrum fails. 
Prostration increases and a state of 
unconsciousness ends the debauch. 

Alcohol preverts the goodness of 
man’s soul. Mental delirium produces 
moral depravity, and evil instead of 
good prevails. 


ODE. 


Hail, my country, queen of nations, 

• Union of the loyal states, 

Wita thy noble institutions, 

With thy broad and rich estates. 

Not a cloud o’ershades thy banner 
As it floats upon the hills, 

Stirring in the ocean breezes, 
Mirrored in the mountain rills. 

But the shadow of the dragon 
Crushing down a countless band; 

And we plead with thee to blot it 
From the statues of the land. 

Blot the rum curse from the people, 
Break the goblet, glass and stein; 

Pour for us the crystal water 
From the wells of life divine. 


Hear the cries of little children. 
Barefoot in the wintry street; 

Hear the sobs of starving maidens 
Walking on with aching feet; 

Hear the prayer of angel mother 
For her first-born cradle joy; 

From a silent grave, she mutely 
Pleads thee for her tempted boy. 

Hear the curse of men and brothers 
Sons of thine, O country free, 

As Laocoon they struggle 
In their thirst debauchery. 

Hear the clarion call of duty. 

Sons of sires of Bunker Hill; 

Climb to-day the Mount of Purpose- 
Battle for the righteous Will. 

Then thy bright and starry banner 
Over Freedom’s shrine shaii fold 

God’s handwriting to the nations, 
Cloth of Light o’er Field of Gold. 


COLLEGE YELL. 


In 1891 when there was much de- 
bate about the oleomargarine bill, the 
colored cook’s pickaniny was dubbed 
“Oleomargarine Bill.” 

Mammy in the kitchen sighing 
‘‘Whip-poor-Will ! ” 

Pickaniny in the basket crying 
Won’t be still. 

Low ! Low ! 

By Low! 

Wants a name like grown-up folkses 
Won’t be still. 

Take yo’ name and tell yo’ jokes 
Oly Bill. 

O, O, 

Le, O, 

Marg’rine Bill. 


DAIRY, APRIL 1— AUG. 31, 1891. 


April 1, Wed., Psa. 89:14. Attend- 
ed prayer service. Studied algebra 
and German. I am staying for two 
weeks at Mrs. Hegert’s house on 
Third St. She is a widow and has 
two daughters. The family are musi- 
cal Miss Minnie Morgan and Mr. 
C. D. Stillwell are roomers here at 
Mrs. Hegert’s. 

Apr. 2, Thurs., Isa. 40:29. "The 
best time for reading is in the morn- 
ing when the mind is clear.” I am 
reading the Bible through by plan of 
A. Sims, Otterville, Ontario. Studied 
algebra and German. There is a 
diphtheria epidemic. 

Apr. 3, Fri., Isa. 40:11. Finished the 
church history. Mrs. Belle Thompson 
ha 3 made me a black alpaca dress 
trimmed in ribbon velvet; a brown 
flannel suit trimmed in silk braid; an 
old-gold satteen. Mrs. Annis Roe 
made me an old-gold velvet girdle. 
The chapel exercises are very inter- 
esting. 

Apr. 4. Sat., Psa. 89:15. Read in 
French literature. The sun rises 
north of east. Studied algebra and 
German. Mother teaches me algebra. 
I do not like going away Monday 
mornings but I do like coming home 
Friday night; and being home all day 
Saturday. 

Apr. 5, Sun., Isa. 40:31. Read the 
Sunday readings in Chautauqua Mag- 
azine. Went to church. I heard frogs 
croaking. The air is balmy. The 
Sabbath sets a holy crown upon the 
week. 

Apr. 6, Mon., Isa. 59:1. Read about 
social life in Modern England. In 
Mr. Clark’s class we are discussing 
Aristotle, Pliny, Linnaeus and La- 
marck. Mailed mother a card. I saw 
a snake today. Lectures. Mr. Artnui 
O. Clark is the teacher in Science. 

Apr. 7, Tues., Isa. 59:19. The popu- 
lation of China tp. is 1361; of Frank- 
lin Grove is 736. Lectures. I saw a 
meadow lark and a robin. I saw 
violets, spring beauties, Dutchman’s 
breeches. The hackberry is budding. 
Miss Eva M. Goodspeed is the teacher 
in Blackboard Drawing. She is very 
gentle and dear. 

Apr. 8, Wed., Jer. 17:7. Attended 
prayer service. Purchased Compara- 
tive Zoology by James Orton. The 
whole animal kingdom is treated as a 
unit. Mr. Clark asked us to repeat 
Longfellow’s poem on “The Fiftieth 
Birthday of Agassiz.” A letter from 
mother. The maples are budding. 

Apr. 9, Thurs., Jer. 17:14. “Half 
an hour early in the day in the com- 
panionship of good books will fill the 
time with inspiring thoughts.” Mr. 
Clark read the Agassiz poem to the 
class. It seemed very sweet to hear 
this favorite tribute repeated In a 
strange recitation room. It gave me 
a •’homey” gladness. I saw quails, 
beetles and crayfish. 


Apr. 10, Fri., Hos. 13:9. We are 
discussing in Mr. Clark’s class: How 
to tell a plant from an animal. A 
plant is composed of cellulose, dex- 
trine and starch; an animal of albu- 
men, fibrine and gelatin. The grass 
is greening on the south bank. 

Apr. 11, Sat., Lam. 3:35. To raise 
the standard of newspapers and nov- 
els, good authors must be encouraged ; 
students should write their best, high 
periodicals must be patronized. Help- 
ed at home. Prepared lesson. 

Apr. 12, Sun., Psa. 63:7. Went to 
church. The dandelions are leafing 
out. Springtime in the groves and 
village is a festival of gladness. 

Apr. 13, Mon., Hos. 6:3. Read about 
England as a financier. We are dis- 
cussing: What is life. It is an atom of 
divinity. I drew a picture of a striated 
muscle before the class. Mailed 
mother a card. The elms are bud- 
ding. Saw a robin. J. B. Dille is the 
instructor in Pedagogy and Grammar. 

Apr. 14, Tues., Mic. 7:8. We keep 
Hugh Miller Day in -C. L. S. C. Read 
in geology. The maple branches are 
fresh, and reddish in color. The 
maple has opposite branches, and the 
elm has alternate branches. The first 
arrangement is % the second 2-5. 
Saw a Green-winged Teal. 

Apr. 15, Wed., Mic. 7:7. “Abraham 
Lincoln seems to have learned his 
English from a dozen books such as 
any one may have at hand.” Read in 
geology. Attended prayer-service. 
A letter from mother. Class quiz. 
The days are longer. 

Apr. 16, Thurs., Deut. 33:12. “Set 
apart for your reading the same hour 
in each day.” Read in geology. Lec- 
tures. It is a joy to be alive in the 
spring. The sky is bluer. The clouds 
are more fleecy. L. B. Neighbour is 
the teacher of algebra; and his classes 
are enthusiastic. “That’s pretty, now 
isn’t it!” he calls out when the so- 
lution of a problem pleases him. 

Apr. 17, Fri., Isa. 1:18. Read about 
the English domain. Written tests. A 
family named Judd, who know my 
father, have asked me to come to 
supper after school. 

Apr. 18, Sat., Eph. 2:13. Read Eng- 
lish Vignettes. 

To the Aurora Society. 

STAR OF DAWN. 

In the western sky 
While the glad East 
Flushes and flames to gold 
As the stars 

Their slumber hymns rehearse. 
Could I think 

r fhe space to your altars high 
Where you shimmered 
And trembled 
To start, and die, 

As the great light 
Over the azure rolled, 

I could read 

The plan of the Universe. 


A star in the west seemed to leap 
into life as dawn broke along the 
east. It was truly a wonderful and 
(inspirational sight. Dixon lies on 
the Rock River and the star seemed 

to hang over the river, like a thing 
of life. The early morning was very 
beautiful. 

Apr. 19, Sun., Isa. 29:19. The anni- 
versary of father’s birthday; 69 years. 
Went to church. It is also Aunt 
Jane’s birthday anniversary. It Is 
very pleasant spring weather. 

Apr. 20, Mon., Psa. 55:22. “No 
amount of mere knowledge will make 
a man truly wise. Knowledge needs 
transmutation, in order to be wis- 
dom.” Sent mother a card that I 
arrived safely. The students seem 
happy and interested. 

Apr. 21, Tues.. John 14:1. Read his- 
tory of the intellectual development 
of the English people. In grammar 
the •’Macs” said they were the jolliest 
bunch in the class; So 1 cnanged 
from the “Hs” to the “Macs,” but Mr. 
Dille said Mac wasn’t becoming to 
my surname; so I had to change back 
to the "Hs.” Adieu, ye Macs- 

Apr. 22, Wed., Psa. 130:5. Attend- 
ed prayer-service. “That we may 
have life and have it more abundant- 
ly, was what Christ came for.” At- 
tended prayer-service. Had a long 
letter from mother. 

Apr. 23, Thurs., Mic. 7:8. Shakes- 
peare Day in C. L. S. C. Read about 
advanced thought in England. 
Shakespeare preferred the East Mid- 
land English and enlarged and beau- 
tified it. 

Apr. 24, Fri., Psa. 62:1. My birth- 
day anniversary. Had a letter from 
mother. Forgot, and glanced over it 
in class. Mr. Dille punished me by 
reading part of it before the class. 
One sentence in it was: Be serious; 
and control your risibilities. ‘‘Evi- 
dently a wise mother who gives true 
counsel,” concluded Mr. Dille. I shall 
not carry any letters to class after 
this. 

Apr. 25, Sat., Psa. 103:3.' "Life for 
us is a succession of thoughts, feel- 
ings, fancies.” I feel rather serious 
now I am a year older. 

Apr. 26, Sun., Psa. 130:7. Went to 
church. Called on Aunt Maria. 

Apr. 27, Mon., Matt. 11:29. Read 
studies in astronomy. Anniversary of 
grandmother Bradstreet’s birthday. 
She keeps it in remembrance in 
heaven. Euretta Hupp, Carrie Pina- 
ham, and Grace Hoon are friendly 
classmates in German. 

Apr. 28, Tues., Jas. 4:8. Read im- 
portant public questions. I met 
Miss Bowen of Dixon who is very 
cordial. Chapel exercises are inter- 
esting. 

Apr. 29, Wed.. Psa. 89:2. Read 
about writing English. There are 


many boulders, which vary in size, 
lie scattered closely together. They 
are lost rocks. Attended prayer-ser- 
vice. Little Wayne Smith is a spirit- 
ual child. He sings “Tell it Again” 
with line thought analysis. 

Apr. 30, Tliurs., Matt. 11:30. Rock 
River shows sedimentation and ero- 
sion. Rock River is a constant source 
of delight to me. 

May 1, Fri., Isa. 33:22. Addison 
Day in C. L. S. C. Read French liter- 
ature. It is interesting and brilliant 
even fascinating, weak in Doetry 
strong in the Thought and Maxim, 
clear and concise. As this is a mili- 
tary school the cadets do a great 
deal of drilling. 

May 2, Sat., Isa. 40:8. “Literature 
is the written expression of what men 
have observed, thought, felt, fancied.” 
Went driving with father. 

iMav 3, Sun.. Isa. 41:10. Went to 
church . Repeated poems I know. 

May 4, Mon., Isa. 43:25. Read geol- 
ogy. I go to Dixon on the early train. 
The prairies are beautiful in the 
morning. Mrs. Frederick McKenney, 
“Auntie Fred” they call her, is afraid 
during thunderstorms and likes to 
have me drop in and stay with her. 

May 5, Tues., Isa. 43:1. Read 
French literature. Fenelon wrote 
Telemachus to convey lessons in 
government to his royal pupil. The 
cadets are drilling on the campus. 

May 6, Wed., Isa. 41:13. Read geol- 
ogy. Attended prayer-service. The 
tennis courts are in fine shape. Sev- 
eral ladies have bicycles w r hich are 
novel. 

May 7, Thurs., Psa. 9:16. Schlie- 
mann did his first studying in Greek 
as a boy standing in line at the post- 
office waiting his turn for letters.” 
Read geology. Mrs. Samuel Hoon of 
North Dixon invites me over to spend 
the night with her daughters, Grace 
Evelyn and Eleanor Gertrude. 

May 8- Fri., Psa. 9:18 and 34:6. 
Read French literature. Mr. Schoon- 
maker comes up on the evening train. 
His conversations are spiritual. I 
enjoy the early morning walk from 
North Dixon, over the bridge, to the 
college, when I stay all night with 
Grace. 

May 9, Sat., Psa. 16:11. Read geol- 
ogy. Helped at home. Prepared les- 
sons. Went driving with father. 

May 10, Sun.. Prov. 27:1. Special 
C. L. S. C. Sunday. Went to church. 

May 11, Mon., Psa. 18:27. Read 
French literature. Tocqueville’s "De- 
mocracy in America” had a great in- 
fluence in, France. When Mr. Webb 
is on the train to Dixon mother is not 
anxious over the early hour. 

May 12, Tues., Hab. 3:19. Read 
geology. Grace has a little sister Bes- 
sie and tw r o little brothers Arthur and 
Herbert. She likes Herbert “best of 
ever.” Her mother is the sweetest 


lady and gives us girls the kindest 
Christian counsel. I hope we shall 
be worthy of it. 

May 13, Wed.. John 8:12. I some- 
times think of Chautauqua besides 
the lake in the state of New York, 
where the Hall of Philosophy stands 
in St. Paul’s Grove, and where the 
Golden Gate may one day open to 
admit me. Attended prayer-service 

May 14, Thurs., Psa. 22:24. Read 
geology. Hazel Dille is a little dark 
eyed sprite who looks in on us once 
in a while. The interest seems more 
in military tactics than in athletics. 

May 15. Fri., Mic. 7:18. Read 
French literature. Mr. Schoonmaker 
told me about his son Uriah who over- 
studied and died at college. Anniver- 
sary of the League. Enjoyed a fine 
walk to the station. 

May 16, Sat., Mai. 3:6. Read geol- 
ogy. The beauty of the river is an 
unchanging source of delight. Like 
Wordsworth’s “Daffodils” it dances 
into view through my mind’s eye. 

May 17, Sun., Mic. 7:18. Read Sun- 
day readings. Went to church. 

May 18. Mon., Mic. 7:19. Read 
geology. I taught a class in Botany 
for Mr. Stearn; and Johnnie Dille 
sat up straight and answered like a 
little man. The practice children like 
me for a teacher. , 

May 19, Tues.. Nahum 1:3. “There 
is power in a book, for it contains 
human thought.” Read about social 
life in modern Englland. 

The blue-grey river is pulsing with 
life under the silvery mist. 

M ay 20, Wed., Nahum 1:7. -‘One 
good book entering into a life may 
transform it.” Attended prayer-ser- 
vice. Grace takes great interest in 
the tennis court in front of room A. 
The campus is green, and beautiful 
in the changing sheen of the sunlight. 

May 21 Thurs. Hab. 2:14. Read 
about finances. Justus Neighbour 
ran away and followed his father to 
class. He had no hat and wore an 
apron. “That’s my son,” said our 
teacher in algebra, “I recognize him.” 
We had a great laugh. The little fel- 
low seemed to enjoy himself very 
much. 

May 22, Fri.. Zeph. 3:17. Read about 
the English domain. Mr. Schoon- 
maker distributes Bibles. His depot 
is at Mt. Carroll. He comes home 
every Friday evening. He is a very 
devout old gentleman. The students 
drilled on .the campus. Missed the lit- 
rary society by going home. 

May 23, Sat., Zech. 12:10. Read 
English vignettes. In the moonlight 
over the river, the starlight, or the 
city light, whichever light it is, the 
river lies like an opaline expanse of 
jewels, glimmering and changing, and 
gleaming in refulgence. 

May 24, Sun., Luke 1:50. We keep 
Blaise Pascal Day, in C. L. S. C. Read 
about the development of the English 
people. Went to church. 

Mav 25, Mon.. Zech. 13:1. “All read- 
ing does not remain in the mind.” 


Mr. Webb went down to Dixon on the 
early train. Father asked him to see 
I was all right each Monday. 

May 26. Tues., Matt. 18:19. Read 
advanced thought in English. I find 
myself often humming over the 
strains of “Dreams of the Past.” 

May 27, Wed., Mai. 3:7. Attended 
prayer-service. Mrs. Smith and 
Wayne and Earl and Mr. Trowbridge 
and I all go to the prayer-service from 
our street. Earl goes to sleep but 
Wayne is very devout. Wayne is so 
sweet and serious. 

May 28, Thurs.. Mai. 4:2. Read 
studies in astronomy. 

May 29, Fri., John 6:47. Read im- 
portant public questions. Mr. Schoon- 
maker gave me much good advice. 
Sorry I must miss the literary society. 
Pleasant walk to the station. 


A PLEA FOR A 

SOLDIERS’ MONUMENT 

In Lee County, to Stand in The Court 
House Square. 

Ay. lift the noble shaft to fame 
Revere the soldier dead! 

Their warfare and their valor name 
Where freedom and where glory claim 
The conquest which they led. 

The battle-legions of the free. 

The sires and sons of loyal Lee. 

In eighteen-twelve, at Black Hawk 
strife, 

(O arrow and O brand), 

The Mexican (O drum and fife) 

The Civil War (ah, carnage rife) 

The Cuban (lo they stand), 

Ay, lift the noble shaft to fame 
Their warfare and their valor name. 

Some sleep beneath the southern sun 
Where cypress copse is green; 
Some sleep where Shiloh waters run. 
Where coast sands sift from grey to 
dun 

The hemlock hills between. 

The battle-legions of the free 
The sires and sons of loyal Lee. 

Near Father Dixon’s cabin home 
Where Ogee’s ferry crossed, 

Where wild gulls soar to heaven’s 
dome, 

By boulders grey and mossed; 

Ay, lift the noble shaft on high 
To earth and river, wood and sky. 

From Saugamon brave Lincoln came 
In early Illinois. 

He saw the settler’s roof in flame. 
The tomahawk, the scalping shame 
The redman’s savage joy. 

His comrades then in bravery 
The sires and sons of loyal Lee. 

0 lovely Lee, at Franklin Grove, 

The sylvan woodlands by, 

The wild deer there no longer rove, 
The birch canoe no more in cove, 

The creeks and waters nigh, 

There wood doves call in twilight 


gloam. 

There white gulls soar to heaven’s 
dome. 

Ay, lift the noble shaft! In tears 
Recall the loved at home. 

The wife of all the widowed years, 
The soldiers’ orphans. In their cheers 
Is sob at twilight gloam. 

Their sacrifice no meagre part, 

The aching hunger of the heart. 

My uncle fell at Perryville 
That dark October day. 

“First sergeant missing” (war news 
ill) 

“Missing” his mother whispered still 
When old and bent and gray. 
Unknown. In Nameless Graves. Ah 
me! 

The sires and sons of loyal Lee. 

Ay lift the noble shaft to fame. 

Revere the soldier dead. 

Call muster, speak each honored 
name. 

Where glory and where valor claim 
The conquest which they led. 
Sound -’Taps”! Ay lift the shaft on 
high 

To earth and river, wood and sky! 


May 30, Sat.. Matt. 16:27. No one 
fully possesses a thought until he has 
expressed it.” Read practical talks 
on writing English. This is decora- 
tion day when we remember the loyal 
soldier dead. 

May 31, Sun., Isa. 64:6. Went to 
church. 

SONG. 

Wild birds and wild trees. 

Wild blossoms in the grass, 

Demeter and Poersephone 
In changing seasons pass. 

A ribbon of wild shrubbery 
Along the wildwood streams 
Like gold and tasseled princes gay 
Who ruled our childhood’s dreams. 

SONG. 

Each neighborhood ,and village green. 

Each little hamlet on the hill. 

Hath yet its olden story, spun 
From legend, back to legend run. 

A wraith that wanders where it will, 
Believed in, watched for, never 
seen. 

June 1, Mon., John 6:35. Read 
French literature. Sent mother a 
card when I got to Dixon. I come 
down about five o’clock every Mon- 
day morning, and she worries be- 
cause it is so early. Mr. Webb goes 
down also and he works in the Plow 
factory. Enjoyed an early walk to 
the campus. 

June 2, Tues., Mic. 7:19. "Begin 
undertakings which you can have 
reasonable hope of finishing.” Read 
geology. There is a beautiful scene 
from the windows of room A. the 
river, bridge, and seven steeples. 

June 3, Wed., Matt. 18:20. Attend- 
ed prayer-service. Had a long letter 
from mother. Mrs. Crawford spoke 
to me after meeting about her daugh- 
ter from whom she is separated; she 
kissed me and said how lonely she 
was. She was glad 1 was serving 
Christ in my youth. 


June 4. Thurs., 1 Tim. 1:15. Read 
French literature. Everything and 
everybody is so delightful. I am glad- 
hearted all the time. 

June 5, Fri.. Luke 12:37. Read geol- 
ogy. Took a pleasant walk to the 
station. 

June 6, Sat., Matt. 21:22. Helped at 
home. Prepared lessons for next week. 

June 7, Sun., John 14:16,17. Went 
to church. Called on Aunt Maria. 

June 8, Mon., John 14:18. “Meas- 
ure your reading by the amount of 
thought stimulated and produced.” 
Read geology. I am quite entranced 
with the melody of the “Auf Weider- 
sehn” marches. 

June 9, Tues., John 14:23. Read 
Ff-ench literature. Mrs. McKenney 
and Mrs. Smith invite me to spend 
the warm evenings on their cool 
porch. Wayne and Earle sing for me. 

June 10, Wed., John 14:27. Read 
geology. Attended prayer-service. A 
letter from mother. In the afternoon 
there are, beginning algebra German, 
blackboard drawing, advanced alge- 
bra. 

June 11. Thurs., John 15:7. Read 
French literature. Pedagogy at 7:10 
every morning; chapel; g -ammar, 
science. 

June 12, Fri.. John 15:9. Read geol- 
ogy. Anniversary of my H. S. com- 
mencement in 1885 

June 13. Sat., John 115:10. “Perse- 
verance is the mother of habit.” Read 
about social life in England. Helped 
at home. Prepared lessons for next 
week. Went driving with father. 

June 14, Sun., John 16:23. Read 
Sunday readings. Went to church. 
The Word of Hod is a great treasure 

June 15, Mon.. John 16:24. Read 
about English finances. Mrs. Trow- 
bridge says I make her think of Aunt 
Catherine Twombly whom she knew 
in 1855. A pleasant walk to the cam- 
pus. Mrs. Carrie Pinkham came to 
study German with me. 

June 16, Tues., Rom. 5:1. Read 
about the English domain. I have a 
front room with two large windows 
here at the Trowbridge house. Uncle 
Harrison was in Dixon. Tennis. 

June 17, Wed., Rom. 2:7. Attended 
prayer-service. Had a letter from 
mother. Earl Smith is in t’-ousers. He 
told me he had wasted six years wear- 
ing dresses. Miss Macalese came to 
study algebra with me. and chat a 
little about school affairs. 

June 18, Thurs., 2 Tim. 1:12. Read 
about development of the English peo- 
ple. 1'ennis! 

June 19. Fri., Rom. 5:8. “We 
must be on the lookout that our own 
language, spoken or written, does not 
become careless, wordy or weak.” 
Mr. Schoonmaker’s talks put a seal 
on the week’s study. A pleasant walk 
to the station. 

June 20. Sat., Psa. 31:24. We keep 
Victor Hugo Day in C. L. S. C. I have 
been wondering why foreign students 
of English, like Goldsmith so much. 

It must be because he is clear. Help- 
ed at home.- Prepared lessons for 
next week. 


June 21, Sun., Psa. 30:5. Went to 
church. I try to be grateful for gos- 
pel privileges. 

June 22, Mon., Psa. 27:1. Mailed 
mother her card. I enjoy hearing 
•Tattie.” Clara Trowbridge sing. The 
weather is fine. Miss Clara Trow- 
bridge came up to see me. She sings 
very clearly. More German conjuga- 
tions. 

June 24, Wed., Rom. 5:10. Attended 
prayer-service. A letter from mother. 
Mr. Trowbridge goes to prayer-ser- 
vice. He makes very wonderful pray- 
ers. 

June 25, Thurs., Rom. 8:31. Mr. F. 
E. Rice, the German teacher, wrote a 
psalm in German in my author’s al- 
bum. Read about advanced thought 
in England. Lectures. 

I gaze on water, vale and wood 
To find that primal earth is good. 

June 26, Fri.. Rom. 8:26. Mr. L. B. 
Neighbour, the algebra teacher, wrote 
a translation of Horace’s Lalage, tor 
my author’s album. Read studies in 
astronomy. Written tests. White’s 
“Pedagogy” is a fine text. 

June 27, Sat., Rom. 5:17. Helped at 
home. Prepared lessons for next 
week. Went driving with father. 

June 28. Sun.. Psa., 46:7. “Cole- 
ridge says the plainest human face we 
meet is at once a history and a 
prophecy.” Read Sunday readings. 
Went to church. 

June 29, Mon., Psa. 32:7. Read 
about important questions. Mailed 
mother a card. Lecture. 

June 30, Tues., Rom. 8:28. Read 
about writing English. Lectures. 

July 1, Wed., Mark 9:41. ‘‘Our 
communion may be with God, our 
souls be open to his light.” Attend- 
ed prayer-service. Had a letter from 
mother. The Chautauqua readings 
are daily companions. 

July 2, Thurs, Psa. 27:1. Chaucer 
was scholarly, graceful, fond of the 
ridiculous, patriotic truly narrative 
and descriptive, reticent, sympathetic, 
and he understood life. The student- 
body is diligent. 

July 3, Fri., Psa. 32:8. Mr. Schoon- 
maker said coming home on the train 
that all study had for its true aim 
the up-building of character. The 
songs in “Chapel Chimes” haunt me. 
There is a fine, spirit among the stu- 
dents. 

July 4, Sat., Psa. 32:10. Very quiet 
celebration. The Declaration of In- 
dependence is a masterful document. 
Surely God has led our nation. 

July 5, Sun., Psa. 34:18. Went to 
church. 

July 6, Mon.. I received five dollar 
money-order from The New York Ob- 
server, for a story about the nusk the 
prodigal son fed the swine. Felt very 
rich. Sent mother a letter. 

July 7, Tues., Psa. 34:19. Mr. Dille 
chose our topics for final themes. He 
gave me ‘‘The Season of Life’s Happy 
Spring.” It is a line from Milton. 

July 8, Wed., Psa. 34:22. Attended 


prayer-service. A letter from mother. 
Miss Fleta Holman is the instructor 
in elocution and Delsarte. The songs 
in Chapel Chimes are very beautiful. 
“The Loving Heart of Jesus” is very 
comforting. 

July 9, Thurs.. Psa. 36:5. “Is not 
the all-searching Thought of the all- 
seeing One ever upon and within us?” 
Misses McBurney, Fink and Lovell 
take great interest in our class com- 
mencement. 

July 10, Fri., Psa. 36:7. Spencer 
left reality to soar in the purely im- 
aginative and ideal. Mr. Schoon- 
maker comes up on the same evening 
train. His counsels are most faith- 
ful. 

July 11, Sat. Psa. 36:9. Helped at 
home. Prepared lessons for next week. 

July 12 Sun.. 2 Tim. 2:11. Special 
C. L. S. C. Sunday. Went to church. 

July 13. Mon., 2 Tim. 2:12. “In all 
our studies let us keep open the win- 
dow between our deepest selves, and 
the Holiest Heaven.” Sent mother a 
card. Life seems like a beautiful op- 
portunity to me. 

July 14, Tues., 2 Tim. 2:13. The 
musical department are rehearsing 
"The Psalms of David.” The river 
seems like a thing of life; moody, 
restless, changing and bright. 

July 15. Wed., 2 Tim. 2:19. Attend- 
ed prayer-service. A letter from moth- 
er. They are all well at home. Heavy 
work in German. 

July 16, Thurs., Heb. 7:25. I bought 
“Dreams of the Past,” a fantasie. by 
E. Mack. It is 6th grade. P rice 75c. 
The lithographic cover is very sug- 
gestive. The music has a haunting 
charm. Miss Nettie Garrison and I 
have chosen white wool dresses trim- 
med in white silk cord for commence- 
ment. 

July 17, Fri., 2 Thess. 3:3. I bought 
Opera 253, Auf Wedersehn (Till We 
Meet Again) by Eben H. Bailey; 2 
hands; price 75c. These waltzes have 
been very popular. Their charm is 
singularly sweet Class meeting. 

July 18, Sat., Heb. 2:18. Shakes- 
peare compressed and selected, show- 
ing the retribution of evil. He was 
largely constructive and of fine im- 
agination. Helped at home. Pre- 
pared lessons for next week. 

July 19, Sun., Luke 12:32. Went to 
church. We enjoy excellent sermons 
each services. 

July 20, Mon., John 3:36. Mailed 
mother the usual post-card. Mrs. 
Charles G. Smith called to see me. 
A pleasant walk to the campus. Miss 
Macalese came up to my room and we 
studied algebra. 

July 21. Tues., Gal. 6:14. Pope was 
an artist who appealed to average in- 
telligence. He was brilliant and point- 
ed in expression. Mrs. Wilbur showed 
me her house (prospective) on Second 
street. 

July 22, Wed., John 3:16. William 
Clark Robinson died today, aged 73 
years. “That study does the most 
for a soul, which enables it to see 
God.” Attended prayer-service. A 
letter from mother. Delightful walk 
home from the church. 


July 23. Thurs., John 3:17. Miss 
Macalese came up and studied alge- 
bra with me. Heavy German review. 
Class meeting. 

July 24, Fri., Prov. 28:13. Went 
home. It is a pleasant walk to the 
C. & N. W. station. The ride through 
Nachusa lies along fertile fields, 
skirted by low trees against the hori- 
zon. Mr. Schoonmaker said grand- 
mother Bradstreet had a wonderful 
faith in God. 

July 25, Sat., Rev. 7:14 and 15. 
Swift was a powerful satirist and a 
great wit, but he was “blood-shot” in 
sight, as Thackery said. Helped at 
home. Prepared lessons for next week. 

July 26, Sun.. Heb. 9:26. Went to 
church. Repeated poems I know. 

July 27, Mon., Psa. 46:1. Mother’s 
birthday anniversary; fifty years. 
Sent her a card. I kissed her good- 
by and left early. Sorry I could not 
be home on her birthday anniversary. 
I enjoy going home with Grace from 
school. Her mother is so dear. 

July 28, Tues.. Psa. 62:7. Lectures. 
When Ally Richards, the class presi- 
dent, wants to make a comparison he 
says "As great as, as red as my red 
hair.” The class organization pro- 
gresses finely. 

July 29, Wed.. Jas. 4:10. “Through 
the writings of inspired men, we learn 
of the Divine Mind, which is the 
source of all wisdom.” Attended 
prayer-service. Letter from mother. 
Mrs. McKenney is so affectionate and 
every one loves “Auntie Fred.” 

July 30, Thurs., Isa. 66:2. Lectures 
Grace comes over to spend the night. 

July 31, Fri., 2, Tim. 4:8. Weekly 
tests. Ally Richards called a class 
meeting. 

Aug. 1, Sat., Isa. 45:21. “Be much 
with yourself but not for yourself.” 
Helped at home. Prepared next 
week’s lessons. Repeated Longfel- 
low’s ‘‘Excelsior.” We girls all think 
Mrs. Rice is such a charming bride. 

Aug. 2, Sun., Rev. 16:15. Went to 
church. Repeated poems I knew at 
sunset. 

Aug. 3. Mon., 2 Cor. 1:20. The Eng- 
lish novel of everyday life succeeded 
the drama. Clara’s sweet singing 
mingles with my definitions and for- 
mulae. Sent mother a card. Exami- 
nations. 

Aug. 4, Tues., Rev. 3:20. Exami- 
nations. 

Aug. 5. Dollee’s birthday anniver- 
sary. The Pen Art classes open com- 
mencement week. 

Aug. 6. The Senate. Examinations. 

Aug. 7. Aurora gives a literary pro- 
gram. I am proud of my society. Ex- 
aminations. 

Aug. 8, Sat. inauguration Day for 
C. L. S. C. 

Aug. 8. Vespera gives a Shakes- 
pearian program. 

Aug. 9. Baccalaureate discourse. 
Henry’s birthday anniversary. 

Aug. 10. Alumnae reunion. 

Aug. 11. Oratory and Music. 

Aug. 12. Our Normal class. 

Aug. 13. Reunion. Scientific, clas- 
sic classes. 


Aug. 14, Fri., Psa. 45:8. Get my pic- 
tures taken. Busy packing to go 
home. 

Aug. 15, Sat., Isa. 45:21 and Rom. 
12:1. “Life is to wake not sleep.” 
St. Paul’s Day for C. L. S. C. Helped 
at home The weather is very warm. 
Translated German. Thanked Mrs. 
Engel for the bouquet of flowers she 
sent to me at Dixon. Also Mrs. Wood. 

Aug. 16, Sun., Rev. 16:15 and Jer. 
3:22. "It is a useful thing to be 
alone with one’s self, to enter into a 
secret chamber for reflection, self- 
scrutiny, and resolve.” Went to 
church. Repeated Longfellow’s “The 
Village Blacksmith.” 

Aug. 17, Mon., 2 Cor. 1:22 and Psa. 
37:4. Contact with Goethe, Schiller, 
and Kant, and the French revolution, 
are seen in the English literature of 
the nineteenth century. Repeated 
Longfellow’s “The Psalm of Life.” 

Aug. 19, Wed., 2 Cor. 4:17. Recog- 
nition Day for C. L. S C. Attended 
services Repeated Longfellow’s "The 
Children’s Hour.” 

Aug. 20, Thurs., Psa. 37:3. Repeat- 
ed Longfellow’s Agassiz poern. A card 
from Ada Woodburn wishing me a 
happy year after my commencement. 

Aug. 21, Fri., Psa. 50:23. ‘‘Litera- 
ture leaves no man the same as be- 
fore he studied it.” A gift of Ben- 
Hur by Lew Wallace from Mr. and 
Mrs. R. A. Canterbury, Lucy and 
Leona. Repeated Psalm XXIII. 

Aug. 22, Sat., Psa. 50:15. Repeated 
the Charity chapter. I think Ben-Hur 
is a wonderful story. Some chapters 
hold me spell-bound. Lew Wallace 
used to attend Rock River Seminary 
at Morris, Ill.nois where my mother 
and aunt attended school. 

Aug. 23, Sun., Psa. 37:24. Attended 
divine services. Grandmother Brad- 
street died two years ago today. The 
asters are very beautiful. Repeated 
“The Footsteps of The Angels.” 

Aug. 24, Mon. Psa. 37:39. Repeated 
Psalm I. Palestine and the times of 
Christ seem very real while reading 
Ben-Hur. 

Aug. 29. Sat., Psa. 138:6. Many 
household duties. Repeated part of 
“Hiawatha.” Read in Schiller’s “Maid 
of Orleans.” We are having such 
beautiful August weather. A silvery 
mist and a blue haze cover the land- 
scape. I should like to have known 
Schiller. 

Aug. 30, Sun., Psa. 138:7. Attended 
divine services. Repeated Longfel- 
low’s “The Builders.” I do not remem- 
ber of eating pawpaws before 
today. They are much like ba- 
nanas. I have been hearing a great 
deal of early history of Wyoming 
township in Lee County. Translating 
“The Maid of Orleans.” 

Aug. 31, Mon., Rev. 22:17. I re- 
peated part of ‘‘Scotts’ Lay of The 
Last Minstrel.” Have been translat- 
ing German-reading Schiller’s “Maid of 
Orleans.” I have heard still more 
early history of Lee County and pion- 
eer experiences. 


NORMAL CLASS OFFICERS. 


PRES— A. RICHARDS. 

VICE-PRES— KATIE M. KNAPP. 
SEC— EURETTA HUPP. 

TRES.— MINNIE MC BURNEY. 

PROGRAM COMMITTEE. 

SUSIE FORTNEY. 

L. D. STEARNS. 

GERTRUDE B. HATCH. 
W. H. BREWSTER. 

NORMAL OR TEACHERS’ 

DEPARTMENT. 
Common School Course. 

FIRST YEAR. 

First Term — Advanced Eng. Gram- 
mar, Adv. Arithmetic, Phys. Geogra- 
phy Algebra, Society Work, Thesis. 

Second Term — Advanced Eng. 
Grammer, Adv. Arithmetic, Rhetoric, 
Algebra, Society Work, Thesis. 

Third Term — School management. 
Physiology, Rhetoric, Algebra, Soci- 
ety Work, Thesis. 

Fourth Term — U. S. History, Zool- 
ogy, I Latin, Algebra, Bookkeeping, 
Debating, Thesis. 

Fifth Term — 'Civics of U. S. & the 
States. Hist. Education, Letter Writ- 
ing, Orthography, Bbokkeeping,' So- 
ciety Work, Thesis. 

SECOND YEAR. 

First Term — Physics, Teachers’ 
Psychology II Latin, Geometry, Soci- 
ety Work, Thesis. 

Second Term — Physics, English His- 
tory, III.. Latin, Geometry, Society 
Work, Thesis. 

Third Term — Pedagogy, IV Latin, 
Geomtry, Eng. Literature, American 
Classics, Society Work, Thesis. 

Fourth Term — Botany, Caesar, Ge- 
omtery, Am. Literature, Am, Clas- 
sics, Penmanship, Society Work, 
Thesis. 

Fiith Term — (Botany Vocal Music, 
Blackboard Drawing Penmanship, 
Elocution, Society Work, Thesis. 


“Success is the Reward of Toil.’’ 

Northern Illinois 
COLLEGE OF PEN ART, 
COLLEGE CHAPEL, DIXON, ILL. 
Wednesday Evening, August 5, 1891. 

At 7:45 P. M. 

PROGRAM. 

Music — ‘Piano Solo. .. .Nettie Bunker 

Salutatory Mary Downs 

Why This Gathering?. . .A. A. Harney 

The Progress in Penmanship 

G. A. Cayot 

Class History H. A. Story 

Music — Vocal Solo. Miss Ethel Griffin 
Qualifications of a Successful Pen- 
man J. W. Johnson 

Duties of a Teacuer of Penman- 
ship E. E. Kent 

Penmanship a Branch of Practical 

Education A. C. Finkler 

Music — Mixed Quartette. Misses Hess 
and Hastings, Messrs. Stilwell and 
Harne- 

Advantages of a Course in Penman- 
ship J. H. Bayley 

Our Class as Seen in 1900. A. J. Beatty 

Valedictory E. L. Elliott 

Mlusic — Hiano Duett,.. Miss fHarned, 
Mrs. Leland. 

NOTE — Presentation of Diplomas 
will occur on the evening of Aug- 
ust 13 


Anniversary Of The 
UNITED STATES SENATE, 

AT 

COLLEGE CHAPEL, 

DIXON, ILLINOIS, 

August 6, 1891, 

At 7:45 P. M. Doors Open at 7:15. 

PROGRAM. 

Duet Misses Deerson and Griffin 

Regular Session of Senate. 

1. Roll Call. 

2. Reading of the Minutes. 

3. Discussion of Senator Simpson’s 

bill, entitled: “A bill for the 
introduction of the compul- 
sory use of the Bible in the 
Public Schools of the United 
States of America.” 

4. Voting on Bill. 

5. Report of Special Committee. 

6. Report of Standing Committees. 

7. Unfinished Business. 

8. Miscellaneous Business. 
Quartette. .. .C. D. Stilwel*, W. A. 

Lucas, Offee Story, Frank Harned. 
A. F. Brooks, Pres.; J. W. Johnson, 
Sec.; Barry, C., Mont.; Beatty, A. J„ 
Wash.; Brooks, A. F., Wis.; Cassel, 
A. M., Pa.; McDonald, P., N. Y.; Gra- 
ham, Wm, Ky.; Harney, A. A., S. 
Dak.; King, Chas., Iowa; Lay, Gil- 
bert, Mo.; Lucas, W. A., Maine; 
Meek, W. F., Ohio; Rothleiter, M. M. 
M., Neb.; Roberts, A. I., Va.; Swan- 
son, William, Minn.; Simpson, 
Edith, Kansas; Watson, O. P., 
Mo.; Barry, J. R., Ore.; Boostrum, C. 
R., 111.; Brewster, Ed., Pa.; Crain, 
Junie, Cal.; Elliott, E. L., Iowa; Hud- 
nall, W. N., Ind.; Johnson, J. W., 
111.; Lee, W. H., Neb.; LeJune, Anna, 
Cal.; Morgan, Minnie, Wis.; Marston, 
Jeanette, N. J.; Russel, Lee, Ark.; 
Shafer, W. C„ Ind.; Stilwelil, C. D., 
Me.; Thorp, A. L.. S. Dak.; Zimmer- 
man, C. P., Ark. 


Motto — ‘‘Nisi Dominus Frustra.” 

Tenth Anniversary 
OF THE 

AURORA LITERARY SOCIETY, 

Friday Evening, August 7, 1891. 

PROGRAM. 

Overture — Two Pianos, Weber, 
Mrs. W. F. Strong, Miss Lula Harned, 
Miss Ella Hess, Mrs. Maggie Lealand. 

Recitation — “Genevra,” Ooolidge, 
Miss Mary H. Glasheen. 

Vocal Duet — -‘See the Pale Moon,” 
Campana, Misses Etha Griffin, Clara 
Deerson. 

Essay — “Problems,” Miss Clara 
Hendron. 

Vocal Duet — “Land of Swallows,” 
Bailey, Misses Ella M. Hess, Neenah 
Hastings, Male Quartet Accompani- 
ment. 

Declamation — -“Maclaine’s Child,” 
Mackay, Mr. B. F. Deahl. 

Vocal Solo — “The Storm Fiend,” 
Roeckel, Mr. F. M. Harned. 

Prophecy, Mr. J. R Barry. 

Instrumental Duet — Selection, Mr, 
R. C. Fairbanks, Master Max Swart- 
hout. 

Oration — “In the light of Roman 
History, do we Need to Fear for our 
Republic,” Mr. C. D. Stilwell. 

Vocal Duet — “All Things are Beau- 
tiful,” Glover, Misses Ella M. Hess, 
Neenah Hastings. 

G. F. Gum, Pres.; Miss Etta Mc- 
Fadden, Sec. 


VESPERA LITERARY SOCIETY. 


Saturday Evening, August 8, 1891. 

At 8 O’clock. 

SHAKESPERIAN PROGRAM. 

Music from “Romeo and Juliet,” 
Frol'. Strong. 

Synopsis of “Julius Caesar,” Miss 
Geeding. Quarrel — Scene: (Act. IV., 
Scene 3.) Cassius: M. C. Christensen, 
Brutus: B. F. Deahl. 

Synopsis of Macbeth,” Mr. Rearick. 
Witch Scene. (Act. I, Scene 1, and 
Act. Ill, Scene V.) First Witch: Miss 
Elizabeth Sonleitner. Second Witch: 
L. C. Judd. Third Witch: Miss Olive 
Benn. Hecate: U. S. Collins. 

Synopsis of “Merchant of Venice,” 
Prof. Clarke. The Trial Scene: (Act. 
I. Scene 3; Act 3. Scene III; Act IV, 
Scene 1.) Shylock, B. M. Barclay. 
Bassanio, B. F. Deahl; Antonio, F. E. 
Leake; Duke, Miss Olive Benn; So- 
lanio, Miss Blanche Stabler; Gratiano, 
L. C. Judd; Clerk, Miss Viola Meaci- 
am; Portia, Miss Neenah Hastings; 
Ne'issa, Miss Agnes Dolan. 

Music from “Twelfth Night,” Prof. 
Strong. 

Synopsis of “The Taming of the 
Shrew,” Prof. Beaver. Subduing 
Scene. (Act. II, Scene 1; Act III, 
Scene 2; Act IV, Scene 5; Act V. 
Scene 2.- Petruchio, D. C. Johnson; 
Baptista, M. C. Christensen; Horten- 
sio, L. C. Judd; Biondello, G. E. Eck- 
ert; Gremio, B. M. Barclay; Lucen- 
tio, G. E. Eckert; Tranio, B. M. Bar- 
clay; Widow, Miss Viola Meacham; 
Bianco, Miss Blanche Stabler; Kath- 
erina. Miss Mary Glasheen. 

Conferring of Certificates of Grad- 
uations. 


BACCALAUREATE DISCOURSE 


Sunday August 9, at 7 45 P. M. 
COLLEGE CHAPEL. 

Subject — Possibilities . . . .Rev. Earngy 

OFFICERS. 

F. E. Leake, President, .Neenah 
Hastings, Secretary. 

Meeting, August 10, 1891. 

At 8 O’clock, P. M. 
COLLEGE CHAPEL. 

PUBLIC PROGRAM. 

Music — Selected, Male Quartette. 
Oration — “The Matnematics of 
Life.” D. C. Johnson — ’90. 

Piano — Home, Sweet Home, Thad- 
berg, Mrs. W. F. Strong. 

Paper — “Sunnyside of the Principal- 
ship,” A. O. Clark — ’85. 

Music— Vocal Solo — ‘‘Big Ben,” Pon- 
tet, F. M. Harned. 

RECEPTION. 

Nine thirty to Eleven O’clock by 
President J. C. Flint and Principal 
J. B. Dille, at their home. 


"No Palms Without the Dust of 
Labor.” 

DIXON COLLEGE OF ORATORY, 
Tuesday Afternoon, August 11, 1891. 

At 3 O’clock. 

PROGRAM. 

Part First. 

Music — Grand Potpourri,” Schle- 
pegreil, Dana Corydon Johnson. 

“Seven Views of Mary Stuart’s 
Life,” Clarite, by the Juniors — Messrs. 
Deahl, Roberts, Misses Meacham, 
Benn, Stabler, castings and Simpson. 

Pathetic — “The Death of Elaine,” 
Tennyson, Susanna Jane Fortney. 

Sacred — t Paul’s Defense Before 
Agrippa (Acts XXVI, Chapter, Bible, 


Albert Theodore Bollman. “Nearer 
My God to Thee.” Adams; “The Nine- 
ty and Nine,” Clephane, Amy Eliza 
Lilley. 

Humorous — “The School! for Scan- 
dal,” Act II, Scene 1, and Act HI, 
Scene 1,) Knowles, Agnes Agatha 
Dolan and Mons Christian Curisten- 
sen. 

Wordless Poem — (“Song From 
Longfellow’s ‘ “Hiawatha,” ’) by the 
Graduates, Arr. by Miss Holman. 

Part Second. 

Descriptive — “The Lost Chord,” 
with musical accompaniment by Prof. 
Strong, Whitney, Neenah Jean Hast- 
ings. 

Humorous— “The Fourth of July at 
Jonesville,” Miss Holly’s ‘‘Josiah Al- 
len’s Wife,” Miss Honora Glasheen. 

Dramatic — -"Mary Stuart,” (Act III, 
Scene 6.) Schiller, Elizabeth Ange- 
line Sonleitner. 

Delsarte Drill — “Tableaux D’Ro- 
maine.” 

Remarks, Hon. Sherwood Dixon. 

Benediction, Rev. H. C. Granger. 

NOTE — Presentation of diplomas 
Thursday evening, the 13th. 


MUSICAL CONSERVATORY. 

Tuesday Evening, August 11, 1891. 

At 7:45 O’clock. 

“Absque Lahore Nihil.” 

PROGRAM. 

Overture — “San Souci,” Orchestra. 

Invocation, Rev. Granger. 

Piano — Tannhauser, Wagner-Liszt, 
Miss Ruth Brown. 

Piano — Impromptu, Op. 142, Schubert, 
Miss Louise Woodford. 

Soprano, Mattei, Miss Grace Flint. 
Piano — a Song Without Words, Men- 
delssohn, b Waltz, Chopin, Miss Mary 
Woodford. 

Piano — Le Reveil Du Lion, De Koni- 
ski. Miss Ella Hess. 

Piano — -Concerto, Op. 79, Weber, 
Mrs. W. F. Strong, (accompanied by 
orchestra.) 

Chorus and Orchestra — Psalms of 
David, (Manuscript,) Strong. Synop- 
sis. Praise, Chorus; Hear My Pray- 
er, Mrs. DiP.e; Attend Unto My Pray- 
er. Miss Deerson; Thou Hast Heard 
My Prayer, Chorus; Thou Art Cloth- 
ed in Majesty, Miss Hess, Mr. Stil* 
well ; Bless the Lord O My Soul, 
Chorus; To Thee I Lift My Soul, Mr. 
Colbourne; O, Do Thou Keep Me, 
Chorus: I Love the Lord. Miss Flint; 
He Doth Hear, Chorus; The Lord My 
Shepherd. Miss Griffin; We Will Ex- 
tol Thee, Miss Hastings; Benediction, 
Chorus. 

Diplomas will be granted Thursday 
evening, August 13. 

GRADUATES. 

Miss Ella Hess, Classic Course. 

Miss Louise Woodford, Normal 
Course. 

Miss Mary Woodford, Normal 
Course. 

Miss Ruth Brown, Normal Course. 

ORCHESTRA. 

W. F. Strong Director. 

Violins — Prof. W. H. Smith, E. B. 
Raymond, Miss Grace Wilson, Frank 
Zuhl, Frank Leake, Max Swarthout. 

Flute — E. Andrus. 

Clarinet — A. Wallace, R. C. Fair- 
banks. 

Pianist — Mrs. W. F. Strong. 

Bass — M. Wasley, F. Harned. 

Cornet — D. H. Law, D. B. Boudry. 


Drums — L. Bivins. 
Trombone' — Mr. Minebart. 
Saxaphone — R. J. Sprattler. 


“On the Threshold.” 

NORMAL CLASS 

AT 

COLLEGE CHAPEL, 

August 12, at 2:30 . . M. 

AFTERNOON PROGRAM. 

Invocation, Rev. Earngey. 

Anthem. 

Salutatory, A. Richards. 

“Out of this nettle, danger, we 
pluck this flower, safety,” Jennie 
Fink. Kanevule, 111. 

“Life is a train of words like a 
string of beads,” Ida Parker, Mann- 
ing, Iowa. 

‘‘Industry giveth a man a crowbar,” 
H. C. Peters, Yutan, Neb. 

Teacher and Taught, Hattie L. Fitz- 
patrick, Columbia, Wis. 

Piano Solo — “The Storm,” Weber, 
Miss Ella Hess. 

“Institutions are but Instrumental- 
ities wherewith to upbuild man,’ L. D. 
Stearns, Mansfield, 111. 

‘‘Why need a man forestall his date 
of grief and run to meet what he 
would most avoid,” Minnie Morgan, 
Hazel Green, Wis. 

“The Verdict of the victory proves 
the general,” C. B. Boostrum, Wata- 
ga, 111. 

Progress, Arnold W. Balziger, High- 
land, 111. 

Vocal Solo — Selected, Miss Etha 
Griffin. 

“The Pathway of Duty lies in Sun- 
light,” Nettie Garrison, Dixon, 111. 

‘‘With Books she’ll time beguile,” 
Kate Fitzpatrick, Columbia, Wis. 

Pestalogzi as a teacher, J. D. Sam- 
uell, Kilbourne, 111. 

Progress and Poverty, Walter H. 
Brewster, Byron, 111. 

Piano Solo — “La Sonambula,” Miss 
Lulu Harned. 

Evening Program, Beginning 7:45. 

Invocation, Rev. E. C. Sickles. 

Anthem. 

“Time used is life, wasted is exist- 
tence,” Gertrude B, Hatch, Dix- 
on, 111. 

“The dial receives piany shades 
and each points toward the sun,” 
Minnie McBurney, Prairie Home, 111. 

“A nation and its people,” A. Rich- 
ards, Ottawa, 111. 

Piano Duet — ‘‘The Fairies, Mayer, 
Misses Louise and Mary Woodford. 

“All are Architects of Fate,” Lettie 
Lovell, Kaneville, 111. 

“Dark Clouds Bring Water, the 
Bright Bring None,” Euretta M. Hupp, 
Northville, 111. 

“You are the Nestor of the School, 
are you not?” Katie Knapp, Sassel, 
Minn. 

“How Blessings Brighten as they 
take their Leave,” Hattie Connard, 
Elwin, 111. 

Violin Solo — ‘‘Summer Breezes,” 

Master Max Swarthout. 

“Yea, he will have to Pipe and 
Whistle to Catch this,” Martin N. 
Hudnall, Andrews, Ind. 

“The Season of Life’s happy 
Spring,” Adella Helmershausen, 
Franklin Grove, 111. 


“A Life Wide Windowed,” and Vale- 
dictory, Susie Fortney, Soldiers’ 
Grove, Wis. 

Address to class by Hon. L. W. 
Mitchell. 

Vocal Solo, C. D. Stilwell. 
Benediction. 

NOTE — Diplomas are granted on 
Thursday evening, August 13. 


“Aut Inveniamviam. Aut Faciam.” 

SCIENTIFIC CLASS. 

AT 

COLLEGE CHAPEL. 

August 13, at 10 O’clock A. M. 

PROGRAM. 

Invocation, Rev. E. C. Sickles. 

Anthem. 

Salutaiory, Miss Elizabeth Sonleit- 
ner. 

Oration — ‘‘Fear Nothing; Hope all 
Things, for the Right May Surely 
Succeed,” Lewis C. Judd, Bell Rive, 
111 . 

‘‘The Time is Ripe,” Miss Marcia 

O. Smith, Dixon, 111. 

Piano Solo — La Baladine, Lysberg, 
Mrs. Maggie Leland. 

Oration — “ Ne w Times Demand New 
Measures and New Men,” J. W. Lit- 
tle, Dixon, 111. 

Oration — ‘‘Natural Sciences in a 
Liberal Education,” Addison H. Rey- 
nolds, Georgetown, 111. 

Oration— ‘‘The Value of Mathema- 
tics an Liberal Education,” J. IR. 
Barry, Litchfield, 111. 

Music — 'Selection, College Male 
Quartette. 

Oration — ‘‘Home the Heart of the 
Nation,” Elizabeth Sonleitner, Du- 
buque, Iowa. 

Oration and Valedictory— ‘ Latin as 
a Factor in Education,” Charles Le- 
Roy Brown, Dixon, 111. 

Address to Glass by Miss Ada 
Deeding. 

Violin Solo — “Il’Trovatore, Verdi, 
W. F. Strong. 

Penediction. 

NOTE — Diplomas will be granted 
and Degree of B. S. conferred at 7:45 

P. M. 


NORTHERN ILLINOIS NORMAL 
SCHOOL. 

CLASSIC CLASS 

AT 

COLLEGE CHAPEL 
August 13, at 7:45 P. M. 
PROGRAM. 

Invocation. 

Anthem. 

Piano Solo — “Rondeau Brilliant,” 
Weber, Miss Lulu Harned. 

Salutatory, George E. Eckert. 
Oration — “Greece, Sad Relic of De- 
parted Days,” Frank E, Leake, Dixon, 
111 . 

Vocal Solo — -“Barbara Fritchie,” J. 
A. Colbourn. 

Oration — ‘‘There is Room in this 
Country for but One Flag,” D. C. 
Johnson, Dixon, 111. 

Piano Solo — ‘‘Faust,” Kontski, Mrs. 
W. F. Strong. 

Oration — “Thomas Jefferson,” Geo. 
E. Eckert, Mendota, 111. 

Valedictory, D. C. Johnson. 

Address, Conferring Degrees and 
Granting Diplomas, Prof. J. B. Dille. 

TeDeum — “We Praise Thee O God.” 
Strong, Chorus and Orchestra. 


Motto: — “Should Auld Acquaintance 
be Forgot.” 


DIXON COLLEGE REUNION. 


COLLEGE CAMPUS. 
Thursday, August 13, 1891. 

At 3 O’clock P. M. 
PROGRAM. 

Address — ‘‘Our Reunion,” Theo Ful- 
ler. 

Prophecy, R. J. Nagle. 

Address — “The Hour,” Dana John- 
son. 

Closing games of Dixon College 
Tennis Tournament. 


Written for The Mountaineer. 

WHAT A RONDEAU SHOULD BE 

To M. A. H. 


[By Lilia N. Cushman.] 

Light as the spray should a Rondeau 
be, 

Light as the foam on the restless sea; 

Airy and light as the summer 
breeze, 

Or thistle down ’fore zephyr which 
flees — 

Or childhood’s mirth and innocent 
glee. 

A Rondeau should be a melody 

Of all that is bright, dear one, to 
thee; 

Like the murmuring wave’s sweet 
symphonies. 

Light as the spray. 

Rondeaux should have, it seemeth iu 
me. 

The essence of all that is bright and 
free; 

No sorrow should lurk in their 
depths, unless 

When the song is done; no minor 
keys 

To sadden the heart; a Rondeau 
should be 

Light as the spray. 

South Nattick, Mass. 


Written for The Mountaineer. 

TO M. A. H. 

[By O. S. Rice.] 

A verse for your “Author Album?” — 
Will aught that I can write 
’Mid the shadows of our mountains. 
Look fair in your sunset light? 

We often gaze to westward 
And think the parting day 
Must have some strange, rare mes- 
sage 

For those who rest in its ray; 

While our mountains bind the roses 
Over their vests of gray. 


What does the day God whisper? — 

O, singer of the west! — 

Does he say “Good-night” like mor- 
tals 

When he seeks his cloudland rest 
And can you view the pillows 
Where his kingly head is prest? 
We have never found the sunset, 

It seems so far away; 

And even while we wonder 
Its brightness will not stay! 

And our mountains drop their roses 
From off their vests of gray! 

Scotts, N. H. 


GRANDE COQUETTE, 


Her eyes are full of fire, and brilliant, 
glowing 

Ah bright, how bright! 

And piercing all things earthward, 
seeing, knowing- 
In sweet lovelight 

The tenderest, most touching, earth 
is showing. 

Her mouth is sweet in grace, and full, 
inspiring. 

As still she smiles. 

All amorous, not seen in other 
mouths, requiring 
No quirks or wiles; 

No coral glow or carmine rose desir- 
ing 

So graceful, and well-formed, and fair, 
engaging 

A wealth of charm, 

She wins all hearts, the world a 
pleasant staging. 

For her white arm 

A thousand Cupids arrow-battle wag- 
ing. 

Her wit is fine and delicate o’er run- 
ning 

From sad to gay, 

The mirth not efflorescent, quaintly 
shunning 
Too oft display, 

Shading its sparkle by her word’s 
sweet cunning. 

Though is my lady led by light caprice 
Not homely duty 

Yet are all things becoming — rose- 
cerise — 

To one of beauty 

Nor is there from her lovely spell 
release. 

Yet I would rather die than be her 
lover 

And crave for hate. 

But only Love’s sweet adoration to 
discover. 

Ah, such is fate! 

She doth but smile, and Cupid’s white 
wings hover. 

Note: — Cleonte thus speaks of Lu- 
cile in Moliere’s “Bourgeois Gentil- 
homme.” and it is understood that 
the dramatist here describes his 
young wife, Armande Bejart. 


THE SEASON OF 

LIFE'S HAPPY SPRING 


Prelude. 

Now is the tide and time of happy 
spring, 

When fair Persephone doth strew 
the land 

With bud and bloom, when southland 
songsters wing 

The virgin air, a bright and songful 
band; 

When streams start forth (by fret 
ice-bridges spanned 
No more, and there all wondrous, 
breathless, bold, 

The bright March crocus opes its bud 
of gold. 

The wakened spring, the pulse of 
ectasy 

Doth beat and thrill to even smallest 
life 

On pond or bush; when in its rivalry 
Form feeds on form in self-defensive 
strife 

And type keeps ego in the changes 
rife 

To hold as only senseless creatures 
can 

The type-lines of the great creative 
plan. 

Hail queenly spring, doth not thy 
song portray 

The youth of man upon the living 
earth 

Art thou not nature’s early holiday 
Enthrilled with all the golden wine 
of mirth 

Exultant over wealth of yearly birth? 
Hail thou O dual goddess, thee I sing 
For youth, the season of life’s happy 
spring. 

See in the east Aurora jand the 
Hours 

The steeds of Phoebus at their 
champing bits. 

See with a cornucopia of flowers 
Where Flora in the litten meadow 
flits, 

Or dreams, with stars, in thyme- 
encircled bowers. 

Youth, life and spring, how often do 
they seem 

The spell and substance of the morn- 
ing dream. 

Spring Song. 

The jocund time of spring 
When on the shad-bush swing 

The fairy clusters of the early 
March; 

And bright the spice-bush glows 
In honey-colored blows 

Beneath the tasseling and fringing 
larch; 

Where sweet the purple finch doth 
sing 

Sweet, sweet, the early madrigal of 
spring. 

The Harbinger of Spring, 

So frail and fair a thing, 

Among its bracted compound umbel 
leaves. 

And one clear natal song, 

The thickets far along, 

A Vesper Sparrow singing, O’er 
the eaves 

The blue and blue of skies 

That all before the distant vista lies. 


In cloud-rain April time 
The Spring-cress by the Thyme 
Lifts large - white blossoms like the 
brides of dream 
The foam-flowers in the woods 
Of blushing solitudes 
Where buds and twigs and branches 
change and gleam 
The Blackbird red and buff, 
Marsh-grass to festooned bluff, 

Sails in the air a crimson-golden 
beam. 

The Star-flower snowy-white 
The Gold-thread, yellow-bright 

May-apple, broad, umbrellas in the 
rain, 

The Twin-leaf, blossom pale. 

The Blood-root, fair and frail, 

Red-hued in crimson of its Indian 
stain, 

And o’er the floral glow' 

The Red-eyed Vireo, 

That sings the live-long day its 
whistling strain. 

The Pipsissewa fair 
Whorled, fragile, debonair 

Where early Everlasting runs 
along, 

The fairy footfalls pass 
Along the verdant grass, 

The Bobolinks burst all their heart 
in song, 

The Phoebe by the bridge, 

The Pewee o’er the ridge, 

The Bluebirds, Wrens, and Sw r al- 
ow r s all in throng. 

Song of Youth. 

It was the May-time sweet 
When youth with eager feet 
Went up the shining hills of lofty 
hope, 

Youth with his earnest sight 
Youth with his laughter bright 

And wonder-working magic horos- 
cope 

And all the world was glad 
To see the jovial lad. 

Oft with his singing fair 
He w r oke the sunny air 
To carol forth a paean of the morn. 
He woke the dewy flowers 
The nest-hirds in the bowers 

The dew-drops that the flowery 
meads adorn, 

Sw'eet, sweet, the echoes rang 
And all the bird-world sang. 

Youth stood upon the hill 
Of purpose and of will 
Of things that subdivide as thine 
and mine, 

He saw o’erday-dawn’s bar 
The realm of things that are 
The flame that o’er Sir Percival 
did shine. 

He stood Youth’s Galahad 
And all his heart was glad. 

How bright the dawn, how bright. 

How goodly was the light, 

And fresh the bracing clearer, up- 
per air, 

And through the jeweled trees 
Stirred still the morning breeze 
In echoes of a larger kingdom 
there, 

Where man for e’er may be 
Immortal as the sea. 


The muse Terpsichore 
Laughed, laughed in lightest glee 
And questioned of the music ringing 
there. 

If brave and true and strong 
Youth kept its tryst with song. 

And art came eagle-eyed 
A pencil at her side 

And questioned of the Youth who 
faced the morn. 

If great Praxiteles 
And Phidias o’er seas 

Should yet to this, the lesser world 
be born, 

The spirit life of Art 
To live within his heart. 

And over in the cliffs 
Where scarce the sunlight shifts 
One moment in the long celestial 
day 

Dark phatoms of the air 
Witch, wier-wolf from their lair 
And ghostly, ghastly vices gleamed 
o’er prey 

And called and jeered Youth quite 
To honor of his might. 

And sirens sang to him 
All in the mist-dawn dim 

And showered their shining ringlets 
on the air, 

And wines of drunken seas 
Half-sipped by stinging bees 
And banks of gold showered down 
their fortunes rare 
And lastly came cold Power 
To fill the transient hour. 

The Vision. 

And out above the skies 
Where sunny cloudland lies 

Methought bright faces leaned 
above the bars, 

And angels of the light 
Well-girded for the fight 

Were watching Youth, as nvatch 
the morning stars, 

And longed to give to him 
New strength to life and limb. 

From gates of Paradise 
Looked Adam to the rise 

Of vantage ground; and Noah from 
the storm 

And Abraham the blest 
And Moses from the crest 

Of Beth-Peor. And slowly form by 
form 

The prophets stately passed 
Their mantles feign to cast. 

O’er time’s apocalypse 
A world in far eclipse 
Methought the Master walked be- 
side the sea, 

And lo! the twelve men came 
Who named in love His name 

And dwelt with him in far-off 
Galilee 

And by their tender grace 
Made for glad Youth a place. 

They touched his garment’s hem 
With oft a shining gem 

His girdle and his scrip and staff 
and purse 

And writing on his heart 
“Choose thou the better part,” 

They showed to him the vast, vast 
Universe, 

And said, “A servant thou 
Of the Imperial Now.” 


The eastern sun bent down, 

A fair and golden crown, 

Above the shining hair of lovely 
Youth, 

And earth and nature gave 
The trophies for the brave 

And life and spirit held the gift of 
Truth, 

Made (it for manhood’s strife 
Except for mortal life. 

From far Olmpus still 
The gods came at their will 
And water-nymphs from fountains 
in the vale, 

And Muses came that soon 
All music and all tune 

Might charm the hero, lest his con- 
quest fail 

And spirits of the air 
Bestowing graces there. 

The teacher in the school, 

From off his book and rule, 

Looked up to see the Youth equip- 
ped for quest, 

The gids of Hellas bright. 

The gods of Roman might, 

He called, and lo! the dauntless 
Youth was blest, 

The vision of the past 
Above his vision cast. 

The mother in the home 
Looked out beyond the dome 
Of tamaracks that fringed the 
bright-hued sky, 

She thought about the time 
She sang his cradle-rhyme 

And dreamed such dreams that 
nevermore might die. 

Nor marvelled that his feet 
Had reached the summits sweet. 

Yea, and with myrrh-strewn clothes 
The dead from graves arose 

And shook the dust of ages, ash 
and dust, 

And bent with eager ear 
The plaudits yet to hear 
If Youth was constant to his charge 
and trust, 

They knowing he was heir 
Of ages once so fair. 

Yea, more the future came 
Of laurel and of fame 

And questioned what Youth’s life 
and worship were. 

Lest from the years of earth 
To them the shame at birth 
Of limbs diseased and minds all 
sinister, 

The sons of future tears 
The heritage of years. 

And college students scaled 
Up the bine hills that paled 

In rosv light, and hailed their com- 
rade Youth, 

Companions, comrades they 
Each girded fon the fray 
And listed inthe tournament of 
truth, 

stars that shine at night 
Fraternal in the light. 

And Jubal came and called 
In saga, rune and skald, 

And myth and opera and ballade 
fair, 


THE POSTLUDE 


The Youth stood there alone 
Near dizzy peaks of stone, 

A mortal on immortal height, 

Then spoke a voice above, 

Soft as a sighing dove, 

“Man hath dominion,, power and 
strength and might, 

All power is from above. 

All life is light and love,” 

Then cried the Youth, ‘‘It hath suf- 
ficed, 

I wage the warfare hence, I, Youth, 
and Christ.” 


DIPLOMA 


Dixon College. 

Northern Illinois Normal School 

To all to whom these presents may 
come. Greeting: 

This certifies that Maud Minnie 
Adella Helmershausen has completed 
the prescribed Teachers’ Course of 
Study in this institution and upon a 
thorough examination is pronounced 
worthy of graduation. We therefore 
award her this Diploma conferring 
upon her 1 all the honors due to super- 
ior attainments and recommending 
her to the favorable consideration of 
the public. In Testimony Whereof 
We have hereunto subscribed our 
names and affixed the Seal of the Col- 
lege. Done in the City of Dixon this 
thirteenth day of August, 1891. 

J. C. FLINT, President. 

J. B. DILLE, Principal English 
Grammar and Training. 

C. C. REARICK, Correspondence 
and Debating. 

L. B. NEIGHBOR, Arithmetic, Al- 
gebra and Rhetoric. 

FLETA M. HOLMAN, Elocution and 
Orthography. 

CARRIE M. HAM. Latin and Liter- 
ature. 

C. N. CRANDLE, Penmanship. 

EVA M. GOODSPEED, Drawing. 

A. O. CLARK, Science. 

F. E. RICE. German. 

Seal of Northern Illinois Normal 
School and Dixon College, Dixon, Ill- 
inois. 


EDGAR ALLEN POE 


A Sonnet. 

As craftsman builds a wide, mosaic 
stair 

On which from out an oriel in the 
wall, 

The lights and shadows change and 
flit and fall 

In sheen and shimmer, lambient in 
air; 

As he illumes in gems, in sun-burst 
there, 

A rathe design of eld Alhambra 
hall 

Where tinkled Moorish feet, blends 
each to all 

Till tone of spar and tint of light 
compare. 

So, standing on the golden stair of 
song 

The poet lifts the music of his soul 

Each note a heartbeat, chording note 
to beat. 

How fairy-lilce the charm where floats 
along 

The measures of his verse! How 
elfin roll 

His haunting accents, lost in echo 
sweet! 

Upon receipt of a volu/me of Poe’s 

Poems, a commencement gift August 

1891, from my brother Frank. 


WAYNE 


Soft the gray moon in the skies 

Gleams upon the shadowed snow, 
Dim the wintry stars arise 
Paling to a gentle glow, 

Lone the winds beyond the hill 
Dying down are strangely still. 

Earth is hushened into calm 
Selah of the heart’s sad psalm 
His no more the bitter pain 
“Died this morning, Darling Wayne.” 

Must we meet and find him not? 

Must we lose the earnest face? 

Woe is me! Hast Love forgot. 

Still we loiter through the place; 
There his brothers by the gate 
For his tarried coming wait; 

And within they draw his chair, 

Later whisper o’er his prayer, 

Saving, yet, amid t h e pain 

“Died this morning, Darling Wayne.” 

Spirit of Immortal Grace, 

Where the holy ones have trod, 
Dwelleth One in form and face. 

Likened to the Son of God, 

He will keep the little soul 
Treasure-kept while cycles roll. 

Light in light, and love in love, 

In His Paradise above, 

Ours alone the loss, the pain, 

“Died this morning. Darling Wayne.” 
January 14. 1892. 

Oscar Wtavne, son of Mr. and Mrs. 
Charles G. Smith, was a little friend 
of mine while I was a student at 
Dixon College. His nine bright years 
passed all too soon. 


INDEPENDENT ORDER 
OF GOOD TEMPLARS 


This certifies that Maud Minnie 
Adella Helmershausen, whose signa- 
ture appears in the margin in her 
own handwriting, was on the 12th 
day of October 1890 regularly admit- 
ted a member of Vigilant Lodge No. 
178 located in Franklin Grove and 
working under a charter granted by 
the Grand Lodge of the Independent 
Order of Good Templars of the State 
of Illinois. Having paid all demands 
against her up to the 12th day of 
February 1892 and being under no 
charge whatever, we have granted 
her this clearance card and recom- 
mend her to the due regards of all 
the Members of this Order. 

Witness the signatures of our C. T. 
and S. and the seal of our Lodge this 
12th day of February, 1892. 

C. T., E. N. RIDDLES BARGER. 

S., LULU BUCK. 

G. S„ R. J. HAZLETT. 

R. W. G. S., B. F. PARKER. 


CRYSTAL WATER, DRINK. 


(Unrhymed quantitative verse). 
Crystal water, drink 
For thy body’s ruddy vigor, 

Stalwart muscle, steady motion, 
Stately manner. 

Lusty health doth dwell 
In draughts of sparkling nectar. 

Lift the goblet with a wassail 
Song melodious. 

Let rude bucket fall. — 

Rise on sweep the well-curb splash- 
ing, 

In the bubbling, spring-cold water 
Slake thy thirsting. 

And quaff, deeply quaff! 

Pledge thy heart’s first dream’s de- 
votion. 

Touch thy fevered lips, departing, 
Still to water. 


SPARKLING WINECDP, TDRN. 

Sparkling winecup, turn 
Down, aye, down upon the salver 
With a clinking, rhythmic music 
Swift, decisive. 

When the festal lights 

Shine among the crystal glasses, 

And the song and mirth and music 
Speed the banquet; 

For a serpent curls 

Slyly round the gay decanter, 

And its folds shall snare the gay 
Singing Bacchus. 

Then turn, swiftly turn, 

Look not when the wine is glowing. 
Sparkling, ruby-foamed, age-vinted. 

Turn thy wine-cup, 

Turn the glass, and upward rising 
Hail thy manhood! 


THE STARS O’ER THE EXILE 


Above the wastes of waters through 
the day 

And o’er the quiet mystery of night 

Were wrapped the changing, change- 
less ocean skies, 

A sheen of light across the fields of 
blue 

The cloudless paths, the sullen banks 
of storm, 

The dawns, the sunsets, and the light 
of stars. 

At eve the coming of the first, faint 
stars 

Lit up the path of the departed day; 

And when the clanking chariots of 
storm 

Rolled o’er the heavens on the pave 
of night 

Within the far-off vistas of the blue 

There fell the gleam of starlight o’er 
the skies. 

At break of dawn from out the grey 
mist-skies 

The early glory dimmed the morning 
stars 

Where far the eastern arc of light 
and blue 

Was burnished in the beauty of the 
day. 

In shadows trailed the sable pall of 
night, 

The mist that shimmered in the path 
of storm. 

The Tempest came with blast of 
icy storm 

And chilled the rose-light of the 
changeless skies. 

The day had less, but O the waiting 
night 

Was luminous with bright and gleam- 
ing stars, 

Above the still lone waters of the day 

Arose the vaulted arches of the blue. 

The Tempest rode along the fainter 
blue 

His charger facing to the breath of 
storm, 

Yet on and on throughout the lone, 
long day 

There breathed a deathless psalm 
upon the skies 

Whose selah stilled amid the shining 
stars 

That lit the silent corridors of night. 

The wastes of waters through the 
day and night. 

Lay on the long horizons of the blue 

Illuminate and bright with worlds of 
stars ; 

Their slumbrous waves white-cappeu 
in sudden storm, 

The far depths beautiful with pictured 
skies. 

The air soft-stirring, sweet, melodious 
at day. 

Envoy. 

Fair hope of night! Through the wild 
flight of storm 

Were vistas blue. Above the clouded 
skies, 

White, patient stars! Night slept, 
and dawned the Day. 

1892. In Shakespeare’s “The Tem- 
pest.” 



MARY JANE FREDERICA HELMERSHAUSEN 
April 19, 1822— April 16, 1892 


IN FADELESS MEADOWS 


In fadeless meadows starred with 
asphodels 

By pools of living light from crystal 
wells 

In the eternal day 
Where the immortals stray 

The lovely and the loved, my Auntie, 
dwells. 

The angels’ flowers, the snowy 
immortelles 

Are hers, and too the song vox 
jubilant that swells 
Where the great wind-harps play 
In fadeless meadows. 

The chiming changes of the flower- 
bells 

Her listing ear with melody compels 
Up the long litten way, 

And she is glad for aye 

And deathless by the touch of 
Azriel’s 

In fadeless meadows. 


THE LILIES ARE 

STILL HER OWN 


LILLIAN TOLMAN. 

Commencement, 1887. 

Lilies-of-the-valley, tremulous bells, 

Breath of the rock-fern, bloom of the 
dells, 

Nodding in the breezes. These doth 
she wear 

Shimmering white in the dark of 
her hair. 

Laughingly sure what the future fore- 
tells. 


Wedding.. 1889. 

Festively the theme of Lohengrin 
swells 

Jubilantly, sweetly, music half impels 
Visions of joy. She, holding the fair 
Lilies-of-the-valley. 


Funeral. 1890. 

Memory so sweetly, loving wells 
Loneliness, their beauty quivering 
quells, 

Lillian lies dreamless, over her 
there 

Beautiful the lilies lingering where 
Silvery sad toll the flowery knells — 
Lilies-of-the-valley. 


Memorial Day. 1892. 

Lilies-of-the-valley, spray by spray, 
O’er the quivering grave-grass lone, 
Lovingly and still, in tears, I lay 
Lilies-of-the-valley, spray by spray, 
Lillian lies dreamless, loved for aye, 
And the lilies are still her own, 
Lilies-of-the-valley, spray by spray 
O’er the quivering grave-grass lone. 


LEGEND OF GURTIUS 


Dark is the deep-jawed, jutted cleft 
Yawning and ribbed! Abode of 
Death ! 

Day of its Phaeton bereft 

Merges in night! Scarce doth a 
breath 

Sound in the gloom by the threatened 
tomb 

Gray are the cloud-banks fire-un- 
riven, 

What can unroom the unhallowed 
doom 

What hath yet Rome — hilled Rome 
— lungiven? 

i 

Direful the awe fright-grown to pain, 
Palsied the wisdom Forum-crowned 
Startled the strong, young nation lain 
Under the stern, dread fate that 
frowned. 

Perfumes from bowers of Ionian 
flowers 

Treasures and gifts from sea to sea, 
What to the Powers for the Fate that 
lowers 

Pleaseth their Jovan Majesty? 

Curtius rideth to the brink 
Chideth the populace around; 

“What that is priceless do ye think 
Here on the Father Tiber’s ground, 
What that you gave to soldier, brave 
Can with his priceless worth com- 
pare, 

What that can save from Powers that 
rave, 

Clefting the earth and frightened 
air?” 

Brave is the calm unflinching eye, 
Noble the strength of Roman pride. 
Firm is the hand up-lift to sky 

Hushene- the clamor that has 
cried; 

“War is the part, and War is the art, 
Best are the weapons you have 
drawn. 

Best is the dart and soldier heart 
Into the thickmost battle gone!” 

Pausing the Capitol arose 

Outward the Forum broke to gaze 
Upward he turned his eyes to those 
Honored, obeyed in youthful days, 
There in the light were figures white 
Castor and Pollux by him swept 
Instant to sight in sunshine bright 
Rider and ho.rse in chasim lept. 

Hearts that are loyal love their own 
Life is a treasure but to give 
Patriots true to state and throne 
Die, and in death for country, live. 
Healed is the throe, and chasm low. 
Vanished the horrors that appall. 
Many a woe as ages go 

Heals at the touch of One for All. 
April 8, 1892. 


MY HARP OF GOLD! 

IT IS ALL ATTUNE. 


Serenade. 

When lilacs pale at the wane of May. 

Pond lilies lift in the streams of 
June, 

Bright orioles in the hammocks sway. 

My harp of gold! It is all attune. 

It sings from the heart like a winging 
dove 

A fair, white bird on its beating 
wings 

It tunes with the stars, and its song 
is love, 

And hare in the shadow and lamp- 
light sings. 

When meadows maize in the summer 
gay 

Wind wheat is swept in the mellow 
noon 

White dew is pearled in the early day 

My harp of gold- It is all attune. 

My song is the lilt of a love grown 
sweet, 

To murmured chord in the soft, 
sweet strings. 

A silver-foot faun, — it has dancing 
feet 

And here in the shadow and lamp- 
light sings. 

When asters airily in array 

Of gold and purple are lost too 
soon. 

Fair sails are white on the shining 
bay 

My harp of gold! It is all attune. 

A boat it but floats on the waters 
blue 

Its silken sail to the wind it flings 

And sailing it moors in a port in 
view. — 

And here in the shadow and lamp- 
light sings. 

I 

When frost is fretted on hU'ltops gray 

And life is crooning an olden rune 

In idle notes o’er the snow and sorav, 

My harp of gold! It is all attune. 

A voice and a silence, a sound of 
birds 

Its longing haunts as the echo 
rings. 

The melodv ripples and breaks in 
words 

And here in the shadow and lamp- 
light sings. 

Envoy. 

O hark! sweet Madeline, nestle! 
away, 

My harp of gold! It is all attune. 

A dove on the wing, a song, and a 
boat. 

And voice that beauteous message 
brings. 

Love, love, it is love in word and in 
note, 

And here in the shadow and lamp- 
light sings. 

May 20, 1892. 




THE BLUE FLOWER 

OF THE DANUBE 


By the blue, bright Danube river 
In the golden summertime, 

Where the warm lights break and 
quiver 

And the waters fall in rhyme. 

In the moon-red August weather 
Through the grain, and harvest 
land. 

There two lovers walk together 
And a hand is clasped in hand. 

On the waters of the river 

Bright a blue flower floateth by, 

As a jewel all a quiver 
From the star-fields of the sky, 

In the moon-red August weather, 

On the bridge the lovers rest. 

As they watch the tide together, 

And the blossom on its crest. 

On the bright waves of the river 
In the soft and silver light, 

With the afterglow a quiver 
On the mill-wheel rosy bright. 

In the moon-red August weather 
Shines the blue flower's starry 
beam, 

Ere they rise and sink together. 
Flower and lover in the stream. 

And his hand from out the river 
Throws the death-flower to the 
shore, 

While the waters stir and quiver 
And the white mist hovers o’er. 

In the moon-red August weather 
Once he calls “Forget-me-not!” 
And the echoes wake together 
Wake and call ‘‘Forget-me-not!” 

There beside the blue, bright river 
With the blossom in her hand 
As the warm lights break in quiver 
O’er the shadowed-darkened land. 

In the moon-red August weather 
Low she calls “Forget-me-not!” 
And the echoes wake together 
Wake and call “Forget-me-not!” 

Long she bends above the river. 

Not for her are time o; tide 
Where the warm lights break and 
quiver 

To the far-off misty side. 

In the moon-red August weather 
In the dear remembered spot, 
“Flower-” she moans, “We mourn 
together 

Thou art Love’s Forget-me-not.” 


COOPERATIVE PUBLISHING CO 


No. 8 E. Chestnut St., Columbus, O. 

M. A. Helmershausen, 

Franklin Grove, 111. 

Dear Madam: 

Your letter and poems received. 
We have chosen your pcem “Mid- 
June” for our “Flowers by the Way- 
side.” 

Yours very truly, 

CO-OP. PUB. CO. 

R. 


Aug. 10— ’92. 


UPON THE GROWN 


“I am Demosthenes and at my birth 

Apollo Patrus shook the sacred 
mount 

Flame-fires burst forth and in the 
burning flame 

Elusian muses unto me were sent. 

Twelve were the gods that held their 
carnival. 

Three were the Fates, three Graces, 
even three 

The sisters of the fair Hesperides 

Who plucked the golden apples of the 
world 

And wined the advent of my Jovan 
birth. 

‘‘Red are my lips. Poseidon dashed 
his wave 

From out the sea upon my early 
speech 

Demeter brought me fruit that it 
might be 

Made full of wheat and winnowed of 
the chaff. 

White Hermes taught me in the 
morning mist 

Re-wrote my lesson in the twilight 
sky. 

His pillars he has shown me and the 
head 

Wherein the eloquence of mortal 
speech 

Hath utterance in finite thought and 
grace. 

“Great, vast is Hellas, by her raging 
sea 

I held her pebbles to my fluttered 
breath, 

I murmured words more beautiful to 
hear 

Than the shell-song that echoed at 
my feet, 

I lent my voice to the wild chord of 
storm 

When the Aegean waves were lashed 
to strife 

And all but mountains lay within the 
beat 

Of the o’ershadowed mvsterv of life 

That intermingled in the ocean storm. 

“Thou Aeschines art paying Philip’s 
coin 

Six are the years fo^ settlement, and 
fee, 

These are the judges, this the council 
r oom 

And thou the hinderer, O Grecian, 
thou, 

Of well-earned prize that crowns the 
Orator.’’ 

A silence fell, then as one voice they 
cried, 

Ours is Demothenes, and his the 
crown!” 

Oct. 26, 1892. 


4730 Evans Ave., Chicago, 111. 

December 21, 1892. 

Dear Minnie: — 

We will this date mail you a little 
souvenir from California in the form 
of a pincushion, made of Redwood 
bark (like the tree to be brought to 
the World’s Fair) and shells we our- 
selves gathered at Santa Monica 
along the beach this summer where 
we spent some three months. We 
hope you are all well and will have 
a Merry Xmas and a Happy New 
Year. I returned from California last 
Saturday and have hardly felt rested 
yet for we have been very busy with 
Xmas gifts. We all join in sending 
kindest remembrances to you all as 
Xmas greeting. 

Sincerely, 

LUCY A CANTERBURY. 


THE GIFTS. 


I. 

The Forest. 

On height of the hill, there at rest 
on the crest, 

A column of Corinth beneath the 
sky, 

The giant Redwood lifts up in the 
west 

To cloudlands of gold where the 
sunsets lie. 

Transfigured there in the purple light, 

It seems but a Druid worshiper, 

Akin to the cypress in greenwoods 
bright, 

Akin to the fir. 

Far-off o’er the hill lies the sweep of 
the sea 

And out beyond in the space of the 
sky, 

Wawona ridge of Yosemite, 

The guardian sentinels marshaled 
by. 

A thousand years and a day they 
guard 

From out the aeons of ages past. 

The Redwood lifts o’er the grass of 
the sward 

To the vista vast. 

I climb a bank of the feathery 
plumes 

Where sift above it the dried sweet 
fern, 

There a waterfall comes down o’er 
the flumes 

And the flames of the spicy fire- 
woods burn. 

In the beauty and wonder of the trees 

At the hush and blush of the forest 
day, 

Awakens the music of the breeze 

The spell and the sway. 

II. 

The Sea. 

Along the drift-dunes, and down the 
beach 

The waters ripple upon the sands. 

The breakers stretch out their long 
arms to reach 

Afar within to the pleasant lands. 

They call and call where the surf falls 
light 

On over the cliffs as they dash and 
toss, 

But up to the orange groves’ bridal 
white 

They dare not to cross. 


The slow tides rise and the slow tides 
fall 

And yonder are heard the lighthouse 
bells, 

Anear to the break of the sheer sea- 
wall 

Are scattered the palaces of the 
shells. 

These vacant households; lone, un- 
closed doors; 

The ruby-tinted, pearl chambers 
fair; 

Dim, silent cities along the shores, 
The mermen wandered where? 

The water-nymphs played in the warm 
sea-waves 

And sang along on the wraith of 
the foam, 

Then dipped down deep to the pearl- 
bright caves 

Through amethyst and the gray- 
green gloam, 

The voice of the waters called out 
to me 

The song which the waves sang o'er 
and o’er, 

The murmur, the music, the mystery, 
The moan of the shore. 

III. 

The Eve. 

In solemn joy of the Christmas-tide 
I hear the bells on the frosty air, 

The midnight chimes o’er the coun- 
try wide. 

The peal of gladness, the call of 
prayer, 

Vox jubilant in the skies above 

The stars are glowing and throb- 
bing bright, 

While angels carol their songs of love 
In radiant light. 

The greenwoods rise on the dream- 
bright hill, 

The Californian breezes blow, 

Through lofty forests supreme and 
still 

In memory of the long ago. 

Were those giants there when the 
shepherds fared 

On lonely hilltop of Bethlehem, 

Have they in the wonder and vision 
shared 

In the watch with them? 

The sea-shells shift on the dream- 
bright shore. 

Were mermen home when the Song 
was sung, 

Did they stand each one by his fast- 
locked door, 

The curtain of amber backward 
swung. 

Did the waves rejoice with a gladness 
wild 

And shout and sing on the moonlit 
bar, 

To hail the birth of the virgin’s Child, 
In the sheen of the Star! 

Envoy. 

Glad giver of gifts! Thou gavest well 

The redwood cushion of bordered 
shell, 

The dream of the hill, the dream of 
the sea, 

The chimes of the holy Noel bell 
At Nativity. 


ADOWN THE DIXON ROAD. 


Songs of the drive from Franklin 
Grove to Dixon, on the eve of my 
sister Alice’s commencement, the con- 
servatory of Music, W. F. Strong, 
Director. 

— 

PRELUDE. 

Mf -t 

■ 

Adown the Dixon road • 

Who would at leisure drive 
And feast the tranquil gaze 
On comely farm-abode. 

Set round with bloom and hive, 
And quiet herds that graze, 

By hedgerows sweet with flowers. 

Ho, who would drive 
To joy alive 

In summer’s twilight hours! 

Adown the Dixon road 

The horses’ shod-hoofs beat 
A cavalier’s swift song; 

A leaping rhythmic ode, 

A clinking clear and sweet, 

The smooth, firm way along, 

By hedgerows sweet with flowers. 

Ho, who would drive 
To joy alive 

In summer’s twilight hours! 


IN LIGHTED CHAMBERS. 


Thou who art 

By the glimmering casement lying 
Love of love, and heart of heart. 

Why, O why. must thou depart 

With the darkening summer dying. 

Why shalt thou 

Tarry not, with us no. more 
dwelling? 

Softly through acacia bougti 
In the silence brooding now 

Lo, the solemn-toned breeze is 
knelling. 

Love abide 

Faint the flame of the taper falling 
To the tranquil twilight tide, 

To the mystic sea and wide 

On the shadowy verge appalling. 

Dreaming there 

By the glimmering casement lying 
Dost thou see through azure where 
Lighted chambers God makes fair 
Wait thee, Love, my loved one, 
dying? 


DREAM SONG 

There the day dreams, there dream 
we 

While the light dies o’er the lea. 

Tales from eld mythology 
Come again with us to be. 

Dreamily we drive along 
To the day’s sweet even song. 



ADELL A J. H ELMERS HAUSEN 

SEPT. 8, 1863 — JULY 8, 1864 


REVERY. 

My sister has my name, and I have 
hers. 

How rathe that dual jointure we 
possess! 

I cherish hers as treasure. Mine 
occurs 

Whene’er the angels call the child 
to hless. 

Alone, divine, among rapt worship- 
pers. 

My name she speaks upon the golden 
stair. 

That troth of ours binds her and 
me in bond, 

Upon the balm of the etheral air 

She breathes that sound, — ehe held 
it dear and fond, 

My talisman to all that God calls fair. 


BRIDGE SONG. 

Flow, flow, sweet summer stream! 

Bright as a youthul dream, 

The meadow-brook swelling, 

Still doth a mourning dove 

Call to his birdling love 
The zephyrs soft-knelling. 

Glow, glow, sweet fading light! 

Wake not the sable night 
The grovelands far over. 

Wide in the blue above 

Faint wings the mourning dove, 
Invisible rover. 

Blow, blow, soft sylvan breeze! 

Asleep among the trees, 

Awake o’er the clover. 

Lo, doth the Friendly Love 

That guides the mourning dove 
Keep silent watch over. 




THE CULVERT OVER THE FRANKLIN CREEK. 


CULVERT SONG. 


Under the culvert arch 
The twilight shadows lie, 

Beneath the fringing larch 
The long brown needles die. 

The waters, song waters, sweet 
waters, 

Reflect the sky, 

The cloudlands high, 

Two stars, the moon’s first daughters. 

Who would the past recall 
The aborigine, 

The birch canoe’s soft fall 
In rhythmic glee? 

The waters, song waters, sweet 

waters, 

Retell the song, 

The rocks along 
To oars of dusky daughters. 

The keystone is a crown 
To hold the faultless curve, 

The vast weight pressing down 
Not power to bend or swerve, 

The waters, song waters, sweet 
waters. 

Recall again 
The Indian, 

The fawn-foot, forest daughters. 



SHADOW SONG. 


Dip down O shadows dark 
Down, down, to nest of lark 
In sweet summer grasses 
Soft o’er the hedgerow flowers 
In tiny wayside bowers 
Touch, touch, this world of ours 
As Pluto feign passes. 

Hide, hide the horizon 
Green banks the bluffs upon 
The grain-tasseled vallies 
Pale, pale the purple lies 
Low, lone, the faint light dies 
Dun, dusk the deepened skies 
While wan Ceres dallies. 

Down, down, O shadows gray 
Far o’er the open way 
Thy soft veil descending 
The spectral gloom and gleam 
Steal back from myth and dream 
Wrapped all in magic beam 
And each one lone wending. 

Thou art forgiveness blest 
Through vale and over crest 
And all, all is covered. 

Sweet silence of the night 
Slow waning of the light 
The dream of pinions bright 
Where angels have hovered. 


STAR SONG. 


Hesperus bright, 

Sweet star of summer night, 

In blazing flame of gold 
How beautiful thou art! We, thee, 
behold. 

And sigh that so much beauty doth' 
exist 

Thou shining orb, staining the twi- 
light mist 

With a refulgent light. 

So doth fair splendor deck the sable 
night 

With an imperial light, 

And fairer than a dream the city lies: 
Its towers and steeples rise 
Against the amber skies, 

Mirage of ages old, 

Quaint silhouettes outlined in gold, 
Gay tournaments, and lancers bold, 
The Trojan walls — through battle- 
trysts 

Andromeda for Hector lists; 

And Orphens in melody 
Calls, calls his loved eurydice, 

Still on his tortoise-shell 
Apollo flings his magic spell; 

And in the far Olympian light, 

The gods on their Pegassian flight, 
Troop through the shadows of the 
night. 


DRIVING SONG. 


Where the trees arch, there drive we 
’Neath the flimy greenery 
(’Neath the graceful archery 
Of the branches shadowy. 

Hoof-beats strike the winding road 
Like a cavalier’s far ode 
Ringing, ringing. In each farm abode 
Long a candle, flame has glowed 
Answering in witchery 
To the west lights mistily. 

Such a tranquil vision, see, 
Undulating prairies free 
River (by the glaciers bowed 
In the hollow bluffs bestowed) 

River (whose blue waters flowed 
Where the chiefs of Black Hawk 
strode 

Hunting red deer warilv). 

Stretching northward silvery 
Rising, sinking, billowy 
Like faint sails across a sea. 

Happily, merrily, bonnily. 

Where the trees arch, there drive we. 


BIRD SONG. 

Sing, sing, sweet summer bird 
Thv song is faintly heard 
The meadows far over. 

The fragrant, cooling breeze 
That stirs among the trees 
An echoing rover. 

Fling, fling, wild summer bird 
A song that hath no word 
The meadows far over. 

In musical low keys, 

In madrigals and glees 

Sweet, sweet, as the clover. 

Wing, wing, lost summer bird 
Above the drowsy herd 
The meadows far over. 

In azure spaces rise 
To vault of twilight skies 
The moon a red rover. 


SNATCHES OF SONG. 


One sings: (Under the spreading 
trees), 

“The archway to the vision looks 
As covers of enticing books 
For which the seekers seem to plead 
The privilege to turn and read. 

One sings: (Driving by summer 
orchards), 

“A time of meadow beauty 
Of sunlight, balm and flower 
Of grain and fruit and harvest 
Of cooling wind and shower, 

The harvest sun has kissed the fruits 
And left red blushes on their cheeks. 

One sings: (Watching the night birds 
circling home), 

“And the sea-gulls crone and clamor 
And the fancy sinks and swells, 

Till at sunset in the distance 
You can almost hear the bells. 


One sings: (Passing young lovers in 
the twilight), 

‘‘Since we were long time parted 
From our white hawthorn tryst, 

I’ve waited leal, true-hearted, 

Your tender love I’ve missed. 

One sings, softly: (Counting the first 
stars), 

„Our eyes look up v 
Our faith hath wings 
Our hands lift up the one who falls. 
The Father calls, and coming, 

No word of hate is found, 

But only that compassion 
Which wrote upon the ground. 


ROAD SONG. 

Where the road curves, there curve 
we 

Wending onward gracefully 
Speeding, speeding bonnily. 

There o’er the sloping, winding hill 
The city lieth rapt and still 
The candle to the casement-sill, 

So driving from the countryside 
We reach the flint-paved streetways 
wide 

And driving nrough the summer 
night 

We reign our steeds by arcs of light. 
On the hill in the street, 

By the leaf, by the flower 
To the thrill, and the beat 
Of the bell in the tower, 

We must drive here and there 
In the star sprinkled air 
Mid satyrs and fauns 
In streams on the lawns 
Passed primroses bright 
In scented delight, 

By hammocks that swing 
Like birds on the wing 
To ladies who while 
Down green-trellised aisle, 

And the people by doorway and stair 
Who entertain angels unaware. 

O sweet and sweet, to the heart, and 
sweet. 

The time of rest in the twilight street. 


PROGRAM SONG. 


Song, a sweet song, as it rings far 
along, 

It thrills the throng, assuages grief 
and wrong. 

The strike of gong, the bells all dong, 
ding, dong. 

Solo, duet, trio, and chorus, O. 

The peal of bells, the swinging, ring- 
ing swells, 

In glens and dells where fairy folk 
feign dwells, 

The sweet son» wells, estatic rapture 
tells, 

Solo, duet, trio, and chorus, O. 

The golden chimes, from sweet and 
sunny climes 

At youth’s love times, to quaint and 
olden rhymes, 

In early life’s primes, ’neath bough of 
ash and limes 

Solo, duet, trio, and chorus, O. 

Upon the air, in benediction there. 

Above us where the belfry rises fair, 

Doth sound the prayer the song doth 
upward bear 

Solo, duet, trio, and chorus, O. 


ODE TO MUSIC. 


Hail, Spirit bright! Sweet Psalmody! 
Into an octave burst of song 
Thrilling the tuneful reeds along 
Chanted the first loved psalm of glory 
Wakened eld Jubal’s dream and story 
Wrought in the rune of perfect tune 
Echoed through centuries mist-hoary. 

Hail, Spirit bright! Sweet Psalmody! 
Over the tent a gleam of light 
Shone in the tabernacle bright 
High in the curtained temple hoary 
Shedding an aureole of glory 
Burnished to red, o'er brow and head 
Crowned with the melody and story. 

Hail, Hymn of Love 
The birds all above 
Were listeners thine 
The rose on the wall 
The leaf in its fall 

Were stirred at the shrine. 
Then the dim, vanished days 
In the walls mossed to grays 
In the renaissance time 
Came again from the past, 

In the jubilance cast, 

And the bells to the chime 
Of a piped, playing rhyme 
Through the beauteous days 
Were an anthem of praise. 

Straying, singing, a maiden 
With the songs of the Aidenn 
A worshipping harper with hands 
The wardens of songs beyond lands 
Of the skies 
Thou dwelt. 

In thine eyes 

The praise and the prayers 
Of angels on stairs 
Of a Bethel of dreams 
Swept upward, then down, 

Thy tress was a crown 
To the light of thy face 
When in supplicant grace 
Thou knelt, 

In the light’s golden stream, 

O the gates of the heaven were 
swing ajar 

For a song of the heaven came down 
as a star 

Came to Bethlehem’s plain, 

The rafters in grime 
The chancel with time 
And with webs overspread. 

The pillars, the roof. 

The statues aloof, 

From the pavement below. 

All were lost in the strain. 

And the tombs of the dead 
In the glory o’er head 
Were solaced in woe. 

O still, O faint 
Thy piteous plaint 
Softened the groans 
Of piteous prayers 
On stone-ways of stairs 
Smoothered in moans. 

O stil, O faint 
It is well 

For joy or for plaint 
In thy swell 

For the pipes and the keys 

Swept in chords for thy please. 
Like holy vestal 
Kept fire on altar 


Above the ancient Roman hills 
At eve grown bright 
At morn a light 
Day, month, and year. 

So maiden Music 

Our own in white 

Above our lesser, duller wills 

Our faith unfalters 

In smile or tear 

Thou keepest the white tire 

Burning higher 

That we arise, aspire, 

Each soul has its cathedral 
Its secret belfry where it sings 
Its altar where it sees unfold 
The hidden sight of spirit wings, 
Each singer has his tune, and each 
Is given some sweet line of speech 
A song that over it is rolled. 

Each soul has its cathedral 
Its board of keys 
Whereon it wakes its playing 
To symphonies. 

Whereon it strikes a psalm, or prayer, 
A breath of holy calm, or stair 
For higher things, 

A word of love to brood a dove 
Through memory, the cease of tears; 
Through litten aisles slow straying 
It walks and sings. 

Hail, Spirit bright! Sweet Psalmody! 
If through wide doors 
The music soars. 

Bright Spirit! Show the incense tires, 
Bid that the earnest soul aspires, 

To harmonies 

Because before it lies and higher 
The burdened keys. 


NOCTURNE. 

Oft have I heard the silvery waters 
fall 

Like mist on mountain, 

Then leap in some sequestering syl- 
van hall 

A foam-bright fountain. 

A wondering and worshiping DeLeon 

A discoverer 

Yet have I seen the Niobe rise alone 

The tear-wraith of her. 

Oft have I heard sweet Poetry softly 
call 

Across wide spaces 

Exult, sound forth, low echoing 
through the hall 

To pageant places. 

*A vestal-throned, enraptured Eliza- 
beth 

A queen listener 

Yet sensed in Shakespeare’s tragic 
romance a breath 

No Ariels stir. 

Oft have I heard loved Orpheus tune 
his lute 

To wondrous vision 

A voice to call to man, to call to 
brute 

From realm elysian. 

Yet have I dallied happily with Pan 

Through sweet spring grasses 

To pipe a song to shepherds in the 
span 

The clear brook glasses. 


Oft have I found a helebore bloom- 
ing white 
In snowy spaces, 

And watched, a sunbeam play its 
golden light 
O’er swarthy faces. 

So near the glory slumbering in the 
dust 

To greater life, again, 

My faith hath found assurance to 
cheer its trust. 

The Christ is kin to men. 


*In Midsummer Night’s Dream. Act 
II., Scene 1, line 148-168. “Vestal 
throned in the west.” 

August 3, 1893. 


CLASSICAL COURSE OF DIXON 

MUSICAL CONSERVATORY. 
August 3, 1893. 

May Frost Maxwell, Canajoharie, 
New York. 

Georgia Kentner, Dixon, Illinois. 
NORMAL CLASS. 

Helen Annie Swope, Merrill. Wis- 
consin. 

Virginia Bowman, Dixon, Illinois. 
Myrtle Mitchell, Dixon, Illinois. 
Nama Bohn Jewell, Chariton, Iowa. 

Alice Ada Helmershausen, Franklin 
Grove. Illinois. 

Ida Rickert, Cleveland, Ohio. 


THE VOICE OF THE SATIRE. 


I am the voice of the songs that jar, 
My accents rise to a dizzy height 
They spread them onward and wan- 
der far 

Mutter and murmer and strike with 
might. 

Light as the snow-flakes in wintry 
air 

Sharp as the frost-spears, chill, sting- 
ing there 

Cold as the icebergs along the shore 
Crushing world-fralities evermore 
Striking at all that the New Thought 
spurns, 

Hark! to the scourge of the songs of 
yore 

Satires from Donne down to Byron 
and Burns. 

I am the voice of the iron-hot bar 
Fast flame-heated in red-go!d light 
Swift as the wheels of Phoebus’ sun- 
car 

Keen as the sword’s edge, glinting 
and bright. 

The indignation is fine and fair 
The tense reaction is cutting where 
It strikes the drama of Seneca hoar, 
The sportive theater o’er and o’er 
•Where the spirit of Shakespeare oft 
returns. 

Slashing all verse that has gone 
before 

Satires from Donne down to Byron 
and Burns. 

Hark where the songs of Skeleton are 
Preceding Spenser, and mark the 
fright, 

(I am the voice of the songs that jar) 
Nash on “the dress,” and Lodge 
in his flight 

Hitting “society,” (Songs most rare) 
They and the sonnets in railing share, 
Donne, Hall, Ben Jonson and Marsten 
pour 


Above the ancient Roman hills 
At eve grown bright 
At morn a light 
Day, month, and year. 

So maiden Music 

Our own in white 

Above our lesser, duller wills 

Our faith untalters 

In smile or tear 

Thou keepest the white tire 

Burning higher 

That we arise, aspire, 

Each soul has its cathedral 
Its secret belfry where it sings 
Its altar where it sees unfold 
The hidden sight of spirit wings, 
Each singer has his tune, and each 
Is given some sweet line of speech 
A song that over it is rolled. 

Each soul has its cathedral 
its board of keys 
Whereon it wakes its playing 
To symphonies. 

Whereon it strikes a psalm, or prayer, 
A breath of holy calm, or stair 
For higher things, 

A word of love to brood a dove 
Through memory, the cease of tears; 
Through litten aisles slow straying 
It walks and sings. 

Hail, Spirit bright! Sweet Psalmody! 
If through wide doors 
The music soars, 

Bright Spirit! Show the incense fires, 
Bid that the earnest soul aspires, 

To harmonies 

Because before it lies and higher 
The burdened keys. 


NOCTURNE. 

Oft have I heard the silvery waters 
fall 

Like mist on mountain, 

Then leap in some sequestering syl- 
van hall 

A foam-bright fountain. 

A wondering and worshiping DeLeon 

A discoverer 

Yet have I seen the Niobe rise alone 

The tear-wraith of her. 

Oft have I heard sweet Poetry softly 
call 

Across wide spaces 

Exult, sound forth, low echoing 
through the hall 

To pageant places. 

*A vestal-throned, enraptured Eliza- 
beth 

A queen listener 

Yet sensed in Shakespeare’s tragic 
romance a breath 

No Ariels stir. 

Oft have I heard loved Orpheus tune 
his lute 

To wondrous vision 

A voice to call to man, to call to 
brute 

From realm elysian. 

Yet have I dallied happily with Pan 

Through sweet spring grasses 

To pipe a song to shepherds in the 
span 

The clear brook glasses. 


Oft have I found a helebore bloom- 
ing white 
In snowy spaces, 

And watched, a sunbeam play its 
golden light 
O’er swarthy faces. 

So near the glory slumbering in the 
dust 

To greater life, again, 

My faith hath found assurance to 
cheer its trust. 

The Christ is kin to men. 


*In Midsummer Night’s Dream. Act 
II., Scene 1. line 148-168. “Vestal 
throned in the west.” 

August 3, 1893. 


CLASSICAL COURSE OF DIXON 

MUSICAL CONSERVATORY. 
August 3, 1893. 

May Frost Maxwell, Canajoharie, 
New York. 

Georgia Kentner, Dixon, Illinois. 
NORMAL CLASS. 

Helen Annie Swope, Merrill. Wis- 
consin. 

Virginia Bowman, Dixon, Illinois. 
Myrtle Mitchell, Dixon, Illinois. 
Nama Bohn Jewell, Chariton, Iowa. 

Alice Ada Helmershausen, Franklin 
Grove. Illinois. 

Ida Rickert, Cleveland, Ohio. 


THE VOICE OF THE SATIRE. 


I am the voice of the songs that jar, 
My accents rise to a dizzy height 
They spread them onward and wan- 
der far 

Mutter and murmer and strike with 
might, 

Light as the snow-flakes in wintry 
air 

Sharp as the frost-spears, chill, sting- 
ing there 

Cold as the icebergs along the shore 
Crushing world-fralities evermore 
Striking at all that the New Thought 
spurns, 

Hark! to the scourge of the songs of 
yore 

Satires from Donne down to Byron 
and Burns. 

I am the voice of the iron-hot bar 
Fast flame-heated in red-gold light 
Swift as the wheels of Phoebus’ sun- 
car 

Keen as the sword’s edge, glinting 
and bright. 

The indignation is fine and fair 
The tense reaction is cutting where 
It strikes the drama of Seneca hoar, 
The sportive theater o’er and o’er 
• Where the spirit of Shakespeare oft 
returns. 

Slashing all verse that has gone 
before 

Satires from Donne down to Byron 
and Burns. 

Hark where the songs of Skeleton are 
Preceding Spenser, and mark the 
fright, 

(I am the voice of the songs that jar) 
Nash on “the dress,” and Lodge 
in his flight 

Hitting “society,” (Songs most rare) 
They and the sonnets in railing share, 
Donne, Hall, Ben Jonson and Marsten 
pour 


A gall envenomed on classic lore 
And honied words such as Sidney 
learns 

By marble pillar, on palace floor: 
Satires from Donne down to Byron 
and Burns. 

Hark! Dryden comes with the world 
to spar. 

Pope, like a worker in malachite, 

Samuel Johnson, that mottled star 
(Coal or diamond, mixed chyrsolite), 

Then come the songs down a vocal 
stair 

Lesser and lesser, a paler flare 

Till Byron cuts to the hearts deep 
core 

In the garb Aristophanes wore; 

Till the Cotter over his thistle 
yearns. 

Fear thou the pitiless treasure-store 
Satires from Donne down to Byron 
and Burns. 

I sing of life as I sting and mar, 
Re-oapture many a winsome sprite, 

Re-picture sign of an inn bizarre, 
Make cry at the revels of the night. 

I chant of net and a falcon”s snare. 

Give call to life, and men take the 
dare. 

I knock at vines on rust-red door, 

Point down in grief to the stain of 
gore. 

And mock and smile at funeral 
urns, 

And the hollow ' forms their tears 
implore : 

Satires from Donne down to Byron 
and Burns. 

Envoy. 

Ho, poets! The sketch beyond com- 
pare 

And paragraph follow me; in the 
glare 

The essay and epigram. Horace bore 

Word-dagger. And our Juvenal tore 
By the lash of speech. The sage 
discerns 

A nobler song through the critics’ 
roar, 

Satires from Donne down to Byron 
and Burns. 


FOURTH YEAR. C. L. S. C. 


1892-93. 

WHITE SEAL. 

Grecian History, Joy. 

Callias. Church. 

The United States and Foreign 
Powers, Curtis. 

Greek Architecture and Scripture, 
Smith and Redford. 

Classic Greek Course in English, 
Wilkinson. 

Christian Evidences. Fisher. 

GARNET SEAL. 

Mythology of Greece and Rome, 
Seemann. 

Old Greek Education, Mahaffy. 

Economics for the People, Bowker. 

Michael Faraday, Gladstone, also 
Tyndal. 

The Chemical History of a Candle, 
Faraday. 

White Seal. Grades, 98. 

Garnet Seal, Grades, 100.' 












Harriet Augusta, Jan. 12, 1861 — Aug. 
16, 1893. Daughter of H. C. F. and 
A. H. H. Helmershausen. 

Wife of Ferrie R. Ramsdell. 

Mother of Katherine, Charles and 
Robert Ramsdell. 

Member of Class of 1880 F. G. H. S. 

Student at Rockford Female Semi- 
nary. Member Congregational Church 
of Lee Centre, 111. Member C. L. S 
C. President F. G„ W. C. T. U, 









THRENODY 


SISTER HARRIET. 

A Sonnet-Series. 

I. — Questioning. 

Refrain, The Morari. 

II. — Noli Me Tangere. 

Refrain, Longing For Home. 

III. — Going Home. 

Refrain, Azriel. 

IV. — The Adersbach Rocks. 

Refrain, Mourning Her Absence. 

V. — O’er Sofahla Bay. 

Refrain, Visions Light. 


I, 

QUESTIONING. 

The peace of early morn broods on 
the air 

In blessing o’er the green and 
pleasant land, 

The winds but stir, the zephyrs 
scarcely fanned. 

The incense of fresh fields half-felt 
How rare! 

The young shoots lift in budding 
thickets where 

The early birds are building. Near 
at hand 

The tethered oxen at the furrows 
stand. 

And one blithe meadow-lark is sing- 
ing there, 

Shot through and through with joy 
and peace, alive 

To breath and balm of heaven. Why 

so free 

And beautiful the whole warm 
country side, 

Must sorrow with such beauty come 
to strive, 

And death fall in its wondrous 
mystery 

As falls the shadows down the 
twilight-tide? 

II. 

Upon the sunny hill is summer’s 
bloom 

The blue sky bends to brown and 
fragrant earth, 

Life pulses in the early fairy birth 

And stirs in woods that wildflowers 
faint perfume, 

The wildbirds sing o’er meadows, 
“Room. O Room!” 

To pour their bursting hearts in 
jocund mirth, 

The belted bees with pollen-dabbled 
girth 

In flower-cups their festal banquets 
boom, 

All in the sun-lit, songful underntime 

No cloud in all the glowing dome of 
sky. 

How wondrous is life! How full! 
How free! 

What joy to live within so fair a 
clime! 

How doth the heart mount up to 
visions high! 

Whence comes an echo, tolling, 
‘‘mis-er-y!” 


III. 

We dally through the bright noon’s 
heated hour 

Upon the moss-grown bank where 
waters play 

And watch the burnished damzel- 
flies that stray 

To touch the iris in the bracken 
bower. 

The water-nymphs break off a sea- 
bright flower 

And dance a lilt within the spark- 
ling spray 

Careen and turn and in the sun’s 
bright ray. 

Comb out fair locks, — the noon 
dream’s golden dower. 

The singing stream goes purling at 
our feet, 

To yonder lily-pads — those flowers, 
wave-white — 

Goes babbling through the ferns 
and o’er the sod. 

By pale wistaria blossoms blown and 
sweet. 

Why speak of dark in all this wealth 
of light? 

Life, it is life, and light, that 
come from God. 

IV. 

A maiden rose with wondrous wind- 
blown hair 

With brow of rare Carara high and 
white, 

And eyes in which a calm and holy 
light 

An astral on a shadowed chapel stair. 

Kept faith on some high altar, vestal- 
fair. 

The lips were smiling with a glad- 
ness. quite 

As sunrise on a morn of summer 
bright 

As if some joy unspoken, lingered 
there- 

The water splashed, a quiver of wide 
wings, 

A dip of silver birches low and deep 

A brooding hush in aisles of 
haunted trees, 

The brooklet ripples yet, the water 
sings 

And thou would st weep, pray, 
prithee, wouldst thou weep? 

Whence did the maiden vanish 
in the breeze, 

V. 

A wayside chapel by an elm-lined 
road — 

All still in sweet sequestered sym- 
phony — 

A white dove in the sylvan shrub- 
bery 

A meadow-brook that by the alders 
flowed, 

A holy hymn, a high and lofty ode 

Upbourne in rapt and wondrous 
psalmody, 

The Scriptures spoken forth in 
sanctity, 

And Sabbath sound in all the still 
abode. 

So near do love and light come down 
to man 

So all-compasionate is the Most High 

That lo! the soul is lifted up. And 
thou 

Why speakest thou of life as but a 
span? 

Why whisperest thou, “It is to 
droop and die, 

The dust of Eden is upon thy 
brow?’’ 


VI. 

The dogwood-boughs are bending, 
blown in white, 

The last lights burn along the fiery 
crest. 

The birdlings twitter in the sway- 
ing nest, 

And winds are sweet and low in 
woodland night. 

The mother trims the candle, sets the 
light 

By curtained casement at the hour 
of rest. 

One star shines out adown the west 

Above the wood-path, with a clear, 
still light. 

All paths of earth lead to the twelve 
great gates 

That stand ajar within the jasper 
wall. 

Gold, chrysolis, sardonyx, opal- 
gleam. 

For each lone soul his guardian angel 
waits 

And sounds his name on trumpet. 
One loved call, 

And down the litten air the song 
doth stream. 


THE MORAL 

The Three Fates Who Preside Over 
Human Destiny. 

Afar, the pilhellenic skies 

Bend to the white etesian mist, 
Above, the cloud and water tryst 

Are paling at the morning’s rise 

And — Clotho spins her mist-white 
thread. 

White Clotho with the robes in sheen 
Sunny in morning’s wake of truth. 
But spins amid the dreams of 
youth 

The misty filaments unseen 

And — Lachesis bends down her head. 

Dark Lachesis, the woman, sits 
Measuring with a laurel bough 
The fresh fair robes that shimmer; 
now 

Are shadowed, as the mid-day flits 

And — Atropos slips quick and dead. 

Eld Atropos. the stern of face, 

Fiat of life when day is done, 

The cease of strife with set of sun, 

The warning of the given grace, 

And — Life with stars is habited. 


NOLI ME TANGERE. 


We have sinned. Master. Do we 
know it not? 

Not by lost lone discordance of 
unrest? 

Not by dark torture in remorseful 
breast? 

Not by sad mourning in trangression’s 
lot? 

Hear us! We mourn that we thy 
way forgot 

So oft! Yea, let Forgiveness full 
and blest 

Come now to hearts so sore-dis- 
tressed 

Take Thou away the fault, the stain, 
the blot, 

Hear us! We kneel to Thee from 
out our sin. 

Thou Lamb, all Sinless, slain to touch 
and heal 


The woes of many. Thou hast all 
sufficed, 

How greatly holy must we be! How 
pure within. 

Before Thy courts in heaven down to 
kneel! 

Only Thy righteousness avails, O 
Christ. 

July 13. 


LONGING FOR HOME. 


“ shewed me that great city, tho 

holy Jerusalem, descending out o 1 

heaven having the glory; and her 

her light was light unto a stone most 

precious a wall great and high — at 

the gates twelve angels the city 

lieth four-square pure gold, like 

unto clear glass, the glory of God 

did lighten it, the saved shall walk 

in the light of it, they which are 
written — —book of life.” Rev. XXI. 
10-27. 

We pictured oft that city fair 
Across the sunset in the gold, 

We peopled its diviner air 

With those our hearts were used 
to hold. 

We saw its turrets in the mist, 

We heard its bells across the tide. 
For it our eyes were wide and wist, 
For it our eyes were wist and wide. 

Now in that city old-time-old. 

That land that lieth far and far, 
Across the sunset’s faintest gold 
Beyond the twilight’s outmost bar. 

She sees the Shepherd of our love. 
She hears the Voice that gave the 
Prayer, 

To understand beyond, above. 

The glory I shall come to share. 

Amen. 


GOING HOME. 

The sun, the set of light upon the 
crest 

And ripple of the wave-dipped 
eastern bay. 

The sun, the golden splendor of the 
day 

Upon the arch of yellow-rubied west. 

The fishing skiff, and rod, and twilight 
rest 

In quaint broad cabin in the beach- 
land gray, 

The dash, the swell, the break, the 
freshened spray. 

The song of old and peaceful fisher’s 
breast. 

And so, her sweeping to Eternity 

Is like the sun, the light, the quiet 
joy, 

That wakes the sheltered port of 
that bright clime, 

And wide is Love, wide as the sunlit 
sea. 

And its expectancy, its unalloy, 

As going home. The tide flows out 
from Time. 


AZRIEL 


For leaning on her pulseless, snowy 
hand, 

She lifted up her eyes to watch the 
west 

As o’er the hills the waiting sun 
went down. 

The cloudlands of the outer dark 
drew down 

His kingly head upon their pillowed 
rest, 

And hushed in even-song the weary 
day. 

And then the shadows of the unknown 
way 

Drew down her head into the silent 
dust. 

Nor jarred the angel-song within the 
sky. 

Nor life laid down had ever seemed 
so sweet. 

So fragrant with the asphodels as 
then, 

Nor death so lightly set on any brow. 

For though the still long watches of 
the night 

She saw the wings that hovered o’er 
her head 

And knew that Azriel was indeed 
come. 

Loved Azriel! The angel of the 
heart, 

Close when the need is most he comes 
to press 

His tender presence as a thing of 
balm. 

When life and love and light and all 
are left 

He, stooping from the great sublime, 
from God, 

Unfolds his pinions with a gentle 
calm. 

I 

Above the spirits of the mourners 
dumb, 

Above the pillow of the sinking dead. 

His stir of garments falls as music 
ceased. 

All day she slept unmindful, unafraid, 

A glory that we knew not of on 
earth 

Lay on the vision of her finite sense. 

No sun could light the gold that lit 
her hair, 

No wo r d make glad the love-light of 
her eyes, 

Nor joy awake the olden, best-loved 
smile. 

For to the far-off country of whose 
port. 

Our yearning catches only through 
the mist 

The sails that outward go upon the 
tide. 

For to that far-off country where thev 
wait 

Whom we in ignorance have named 
“The Dead” 

The love of Azriel had brought her 
home. 

[She died at 6 o’clock, a. m. August 

16 , 1898 .] 


THE ADERSBACH ROCKS 


“I will lift up mine eyes to the hills 

from whence cometh my strength.” 

The pale lights on the mountains 
over-glow 

The snow-capped rocks that linger 
high in air; 

The rains and frosts and tempests 
break and wear 

The peaks, the battlements, the ledges 
low, 

Fair, fantasque shapes of spire and 
peak and row 

And minarets the broken columns 
bear, 

And shadows cast o’er hidden 
coverts where 

The mountaineers took refuge from 
the foe. 

So, as they sought the galleries of 
light 

The pinnacles of inner sun bereft 

The fordage wary and the pebbled 
rills, 

We seek for strength, for refuge, 
calm, for height. 

For daily rest where God hath made 
a cleft, 

We lift our eyes far upward to the 
hills. 

April 22. 


MOURNING HER ABSENCE 


I ask of my eye what she sees in 
Heaven, 

I ask of my ear what songs she may 
hear, 

I ask of my heart what great love is 
given 

Knowing her Lord is near. 

I ask of my love does she miss in 
Heaven 

The friends dear and near. O sob, 
and O tear! 

Or speak o’er our names in long years 
lone-riven 

Longing our paths to cheer. 

Long, lone are the years from the 
earth to heaven 

And lost her love here, Sweet sister, 
so dear, 

Pain-patient, I wait though from her 
long riven 

Waiting till she appear. 

Not calling her back from the holy 
heaven 

To friends dear and near, O sob, and 
O tear, 

I wait in the gloom of a love long- 
riven. 

Vigil of night is drear. 


O’ER SOFAHLA BAY, 


O faint! O fair! In far Sofahla Bay 
The light-house bells, melodious 
o’er seas, 

Are musical with seaward songs 
and glees 

In echoes lingering o’er foaming spray. 

On coast of Zanzibar the distant way 
Is thronged with vast and voiceful 
burdened keys 

Of waters stilled to hushened 
melodies 

Windswept across the harps in minor 
lay. 

So with the same wand-quiver, angel- 
touch 

The break of her sweet voice on 
memory, 

The gleam through tears of her bright 
loving eyes, 

But still the aching loss of sorrow 
such 

As comes since far and long she 
dwells from me 

And bring as o’er Sofahla, star-lit 
skies. 


VISIONS OF LIGHT. 


When the blue is in the skies 
Boon and beautiful and calm 
Bending o’er, 

Memory of bonny eyes 

Comes once more. 

When the gold is in the air 
Glimmering and glistening 
In a sheen. 

Strands of her bright, golden hair 
Intervene. 

And as songs in minor kevs 
Touch and startle into tears 
Hidden myrrh 

So there come in memories 
Thoughts of her. 

Beauteous, O dreams, and sweet! 

As the crushed and bleeding 
flowers 

Fragrance give, 

So these gleams of vanished hours 
Help us to live, 

End of Thernody 


THE 

WINTER WOODS. 


DAWN IN 


The bittersweet is wreathed in pearl 
Whereon a holy light 
Is burning; and the oak leaves curl 
Rose-hued in paling white. 

Adrift adown the marble aisles 
Where trees the columns are. 

The frost-mist sparkling earthward 
whiles 

By snow-encrystaled star. 

On colonnade and dome and spire 
A thousand sunbeams glance 
Like flame of iridescent Are 
Where Persian vestals dance. 

A hush of silence and repose 
A halcyon of rest, 

Is breathing o’er the drift of snows 
And on the purple crest 
Of distant bluffs and lowland hills. 

In great bare boughs of trees, 

And through their outline tops, 
distills 

The balm of prophecies, 

In templed aisles of solitude, 

Vox Humana the calm, 

Vox Dulcio the interlude, 

Vox Jublilant the psalm. 


THE NOCTURNAL BLOSSOM. 


Snow-white flower, 

Ope in the sunset light. 

Swinging the scents of thy magic 
spell 

Over thy petals bright, 

Bell of blossom-bright, warm in golden 
light. 

Transient dream, 

Wake at the midnight hour, 

Short is the stay of thy beauty bright 
All in a floral bower. 

Star of petal bright, blown in golden 
light. 

Oawn of dread, 

Beautiful cactus bloom, 

Scarce was thy flower ere the scythe 
of death, 

Swung to thy early tomb, 

Blown in transient light, lost in gol- 
den light. 

Thorny stem, 

Scraggyy and sharp and brown. 
Six are the years of thy waiting night, 
Shimmer of star-lit crown. 

Hope in wating night, dream in gol- 
den light. 

Love and life, 

All in the years of youth, 

Teach us to live for the perfect whole, 
Vision and quest of truth. 

Storm, stress, waiting night — hope, 
dream, golden light. 

The Cactus blooms once in six 
years, it blossom opens at sunset, is 
fully blown at midnight, and dies at 
sunrise. 


AUX BORDS DE L'OISE 


(The figure of a boy day-dreaming on 
a block of marble.) 

Dreamer among the leaves and blos- 
soms, 

Resting at ease upon the morn of 
life! 

Wondering eyes~upon the day-dawn 
What wilt thou, hast thou, in the 
great world-strife? 

What is the dream that is before thee, 
Vision of the ideal early seen; 

Which in the cruise of thy Ulysses 
Touches the shining islands, sylvan- 
green? 

Beautiful boy, is’t sails of vessel 
Loosened in port and launched 
again in sea 

Seest the Argonauts of voyage 

Seest the Golden Fleece of days 
to-be ? 

Dearest, is it of life the holy 

Tender and beautiful and full of 
joy 

Marvelous-born and heaven-given 
Stretching before thee glorious. O 
Boy? 

O for the visions of thy boyhood 
Where the great man-heart makes 
its early stir 

Faith! Possibilities! Achievements! 
Linking the days to be with days 
that were. 

Keep thou the rounded mold of pro- 
file 

Classic repose and the unconscious 
grace, 

Touch of the master, marble, spirit, 
Beauty of form and wonder at thy 
race, 

i 

Pressing thy fresh young spirit for- 
ward 

Into the region of the Universe, 

Finding thy Self, thy Ego. Being, 

Life with the gods beyond the 
primal curse. 


NOTE 

“NEW ENGLAND SCULPTURE. 

Several of the Pieces at the Fair Are 
by No Means Mediocre. 

New England art will be well re- 
presented at the World’s Fair with 
108 exhibitors, including 72 painters, 
17 architects, 11 engravers and 8 
sculptors. It is interesting to note 
that among this total 82 reside in 
Boston, and only 6 live outside" the 
State -of Massachusetts. 

Sculpture, it will be noticed, plays 
a very small part in New England art. 
But, as William Howe Downes re- 
marks in the New England Magazine, 
there is no reason for disappointment 
in this fact. The number of Ameri- 
can artists who know or care any- 
thing about sculpture in these days 
is exceedingly small, and the major- 
ity of American sculptors are, to say 
the least, medicore artists. However, 
there are several of the pieces ex- 
hibited by New England sculptors 
which are far from being medicore. 
Among the best of these may be men- 
tioned the figure of a young boy, en- 


titled “Aux Bords de I’Oise.” by a 
young lady named Theo Alice Rug- 
gles. The figure has a rounded grace 
of form and an uncommon refinement 
and elegance of plastic character 
which indicate a rare temperament, 
more in sympathy with the antique 
sentiment of pure beauty in form 
than with the modern aspiration to 
depict action and individual charac- 
ter.” 


BELLS OF BINNENHOF 


Ye bells of quaint, old Binnenhof. 

Play forth your melodies unceased. 
Chime, chime, till in the olden town 
Your golden songs are all released, 
O’er home on land, o’er boat on sea, 
Play, play, your wondrous harmony! 

\ 

Ye bells, ye chimes of Binnenhof, 
Ring out of holy, happy days, 
Sound forth an anthem to the Lord 
A psalm as David’s full of praise, 
Our God has given land and sea 
Then praise and laud in harmony! 

1 

Ye songful bells of Binnenhof, 

Each golden-throated, happy bell. 

Of Law, of Light, of Liberty. 

Your throbbing, ringing, chiming 
swell, 

Wide over land, far over sea. 

All jubilant in harmony! 

Ye bells, great bells of Binnenhof, 
Toll, toll, toll to the sea’s far verge, 
And out across the waters, far, 

The startled, sobbing, sounding 
dirge, 

Toll over land, toll over sea, 

Of Barneveld. in harmony! 

Ye holy bells of Binnenhof, 

Ye sacred, sounding, solemn bells. 
Our God is great, our God is just 
Our God among his people dwells, 
Voice over land, voice over sea, 

Our worship in your harmony! 

Oct. 10, 1893. 


ATHENIANS 


Dedicated to the Class of 1893, 

C. L. S. C. 

Authocthons of eld Athens by the sen. 

The people of a classic wave and 
land ! 

Afar in light, Olympus seems to 
stand 

Enmysteried in eld mythology, 

The white waves dip in the Myrtoan 
free, 

The shores hold out a maid-white 
lily hand 

And converse hold upon the freight- 
ed sand 

Of things that were and things that 
come to be. 

As was the land of Hellas, old and 
vast, 

Wherein through the allotted years 
of Time, 

It wrought in Art the vision of its 
dream; 

So walk we in the ages of the Past. 

Sprung from the soil of a fraternal 
clime 

And strive to be the worth we wish 
to seem. 

October 27, 1893. 


NOVEMBER EVE. 


Through the violet haze, the veil of 
snow 

Lies fine as the tulle of a bridal 
lace. 

And the winds through the snowy 
cedars blow. 

And the marvelous mist of vale below 

Drifts low and drifts low, o’er the 
olden place 

Through the violet haze, the veil of 
snow. 

Where the slumbering shadows grow 
and grow, 

The little snow buntings give nimble 
chase, 

And the winds through the snowy 
cedars blow. 

And the picturing windows row on 
row 

Are graved by the Frosts with a 
fairy trace 

Through the violet haze, the veil of 
snow. 

Aeolian harps to a music slow 

Play on with the charm of an elfin 
grace, 

And the winds through the snowy 
cedars blow. 

In the soft still night, in the opal 
glow, 

An aureole and an angel’s face, 

Through the violet haze, the veil of 
snow. 

And the winds through the snowy 
cedars blow. 


DIPLOMA 


Chautauqua. 

Chautauqua Literary and Scien- 
tific Circle, Maud Minnie Adella Hel- 
mershausen, has completed the Four 
Years’ Course of Reading Required 
by the C. L. S. C., and is enrolled as 
a. Member of the Society of “The 
Hall in the Grove.” 

LEWIS MILLER, President. 

J. H. VINCENT, Chancellor. 

Chautauqua, N. Y., August 23 1893. 

Counselors : 

LYMAN ABBOTT, 

J.M. GIBSON, 

HENRY W. WARREN, 
WILLIAM C. WILKINSON, 
EDWARD E. HALE, 

JAMES H. CARLISLE, 

J.H. HURLBUT, Principal. 
Order of the White Seal. 

Guild of the Round Table. 


GATHERING DOG-TOOTHED 
VIOLETS 


Frail, fairy flowers, oft in my dreams 
they blow 

Flowers from the banks of some 
clear purling brook 

Deep in the woods, when April wan- 
ders forth 

Clothed warm in the paling spring- 
time light, 

The lily dog-toothed violets. 

White as the shad-bush blossoming 
on the hill 

That hangs its bridal wreaths down 
woodland haunts, 

Pale as the wind-anemone that stars 

The path we saunter down, love- 
gathering 

The lily dog-toothed violets. 

And sweet and moist as in a sylvan 
dream, 

The earliest bloodroot lifts its centre 
gold 

And petals white; a moment's rare 
surprise 

Fair ladies lovely of a lovlier queen 

The lily dog-toothed violets. 

Dark are the mottled, litten-purple 
leaves 

And wist, as stand the timid deer 
that start 

By brook of purling waters. Oft they 
blow 

From out my youth, and sweet in 
life’s bright spring, 

The lily dog-toothed violets. 

Erythronium albidum. 


IN LULLABY 


Amid the clamor of life, great life, 

In the dark street, the dark street, 
There comes the music in echoes 
long 

Of a dear, old song 

So tenderly low and sweet, 

“Hush my dear,” on aching brow 
Is a white hand pressing now 
In lullaby. 

Ah, me, how beauteous then was life 
In the first life the fair life, 

I dream of youth in its tender love 
Like a wing-white dove 

Among the long hills of strife, 
“Hush my dear,” at candlelight 
Songful is the room of white 
In lullaby. 

The song, the beautiful song, the 
song. 

Oh, I hear it yet again! 

It thrills and throbs through the 
inmost heart 
Till it seems apart 

Of faith and the soul’s Amen. 
•‘Holy angels” hovering 
On the poised and snowy wing 
In lullaby. 

When night mysterious night, dark 
night, 

At the lone hour, the last hour, 

Is come with balm of a dreamless 
sleep. 

In the darkness deep, 

O spirit of Life and Power, 
“Heavenly blessings” gently shed 
Pillowing my dying head 
In lullaby. 


DEPARTED, 


My grandfather, grandmother and 
aunt lived thirty years in the Brad- 
street House which was closed Jan- 
uary, 1894. 

Once in the years that never grow old 
Lived in a friendship true-hearted, 
Three, in the night they departed. 
Stars! Oh, the tears have blotted 
their gold, 

Once in the days so rosied-bright 
Lived in a friendship joy-hearted. 
Three, from the earth they departed 
Sun! Oh, the tears have blotted the 
light. 

Night of the star and day of the sun! 
Live I from them lone-hearted, 
Knowest the way they departed? 
Knowest the tryst when earth-life is 
done? 


WATER-LILIES, 


Water-lilies, loved flowers of light, 
Sweetly) blowing in woodland stream, 
(Legend, romance and vision bright). 

Blooms of mist-pearl, how crystal 
white ! 

Shimmer of flame and gold of beam, 
Water-lilies, loved flowers of light. 

Barge of Elaine doth wend its flight, 
Towered Shalott shines out in the 
gleam, 

(Legend, romance and vision bright). 

Dost Sir Galahad, sinless knight, 
Watch from Camelot, fairy-reame? 
Water-lilies, loved flowers of light. 

Courtiers kneeling in solemn rite, 
Snowy grails of the woods ye seem, 
(Legend, romance and vision bright). 

Tender, beautiful, holy sight, 

Lilt of song and the spell of dream, 
Water-lilies, loved flowers of light, 
(Legend, romance and vision bright). 


For my cousin Lillian Gertrude, on 
the occasion of her commencement, 
1894. 


ON FINDING A FOSSIL FERN 


Fern, fossil fern! In aeons of the 
past 

Frond of a vegetation marvelous 

In lone primeval garden. Fern that 
drooped 

In stately forest, where deep silence 
reigned 

And zephyrs loitered in the greenery. 

Fish from a sea, a daikened, distant 
stream, 

Went dallying thy silver-leaflets by, 

Huge mammoths dragged >.ueir cum- 
brous lengths along 

Through rushes, heavy mosses, ivy- 
ropings 

And zephjrs loitered in the greenery. 

The dim vast firmament of mist o’er- 
shadowed 

Then sifted down the gravels of the 
mountains 

Sharp, swift upheavals shook the 
swayirg hills 

And earth crushed over thee. New 
groves were grown 

And zephyrs loitered in the greenery. 

The under waters sang in chasmed 
cloisters 

And singing pearled the geodes in the 
crannies 

And thou didst sleep, earth’s weight 
upon thine image, 

And woods grew gnarled and died 
and leafed again 

And zephyrs loitered in the greenery. 

My hammer tapping on the tell-tale 
rocks 

Hath freed thee from the clay that 
held thy impress, 

And veins and leaflets lie in long lost 
light. 

So once of old didst thou behold the 
forest, 

And zephyrs loitered in the greenery. 

How elfin is thy fairy tracery, 

The writing on the clay! A Daniel, I 

Re-read thy kingdom and thine an- 
cient throne 

In primal garden ,when the white 
mist fell 

And zephyrs loitered in the greenery. 

I gaze on thee as breathless by wrap- 
ped mummies 

In cold museums I stare dumbly; 
pausing 

As over Caesar’s coins I glance; o’er 
ewers 

From Pompei where waters played 
in fountains 

And zephyrs loitered in the greenery. 

Thou are my comrade. So must I 
be carried 

Away from light and life for silent 
sessions. 

Thy form stirs faith. A morn for me 
shall waken 

As here light found thee when the 
woods were silent 

And zephyrs loitered in the greenery. 


RED RUM AND WHITE RIBBON 


Red wrecker of the household, 

Grim spoiler of bright career, 

Curst demon of black magic 
Why tolerate thee here? 

A sinful blot, a black blot, 

On the land that we hold dear. 

Gaunt cause of crime, crushed sor- 
row, 

Bare poverty, pain, disease, 

Distress, lone dearth dire danger, 
Drear death on the darkling seas 
A poison drink, a mad drink, 

And a snake in bitter lees. 

Ho, Liquor! Curdling vampire. 

O’er folly and vice to gloat, 
Thirst-reeking in red life-blood 
Where souls of the dead men float, 
A monster fiend, a dire fiend, 

Sharp fangs on thy victim’s throat. 

There is a band of ribbon 
A ray of the cosmic light 
That lifts the earth toward heaven 
On shimmering folds of white. 

A ribbon band, a white band. 

And in faith is wrought its might. 

There is a band of ribbon 
That gathers the drunkard in 
All loathly, and lost, vanquished 
In Laocoon and sin, 

A ribbon band, a white band 
And in hope its cause must win. 

There is a band of ribbon 

That folds o’er the dram shop door; 
That binds the vampire, Liquor, 

Till red rum flows forth no more. 

A ribbon band, a white band 
That in love the women wore. 

Amboy, Nov. 14. 1894. 
Dear Miss Helmershausen, 

Lee Co. W. C. T. U. will hold a 
Gospel Conference here Dec. 5, 6, 7. 
Miss Anna Downey our State Evange- 
list leading. Will you kindly help us 
with a paper — Topic — White Ribbon 
Sunday School Work. I leave to- 
morrow morning for the National at 
Cleveland. Mrs. S. J. Brewer of Dix- 
on will complete arrangements. You 
will please write her. 

Yours for a Grand Conference, 

E. M. KEELING. 


BALLADE OF NAMES. 


Helmershausen. 

In the Hutsberg, the Diemel afar, 

In eld Mainz, in the dusk of the 
past, 

With traditions and legends that are 
In the rime of romance over-cast. 

There graf Helmerich, — fortress made 
fast. 

Has gathered his kinspeople in. 

While the bands of marauders shall 
last, 

And the helmet is over the kin. 


In the city of Weimar afar 

On the Ilm, in the dusk of the past. 

Ere the helmet is lost to the star 
And the poet with courtiers is 
classed, 

On the Frauen-plan door-step is blast 
The “Salve’ — We welcome you in — 

And the songs of the Bachs, — still 
they last, 

And the helmet is over the kin. 

And the students of Jena afar 

On the Fulda, in dusk of the past, 

Where the blade of the saber shall 
scar 

And the ranks for the duel are 
massed, 

There the lore of the renaissance hast 
Its schools, — and Christophe eniers 
in — 

He, the first; who will name me the 
last? 

And the helmet is over the kin. 

Envoy. 

Sires! The lore of the ages is vast 
Greek and Latin and Sanscrit with- 
in. 

We are pledged to our books to the 
last 

And the helmet is over the kin. 


Bradstreet. 

Student-puritans, pious and prim, 
With your Latin and Greek under 
arm, 

On the civilized world’s western rim 
Where the magistrates sound the 
alarm, 

Did you never strike flints for the 
harm 

Of some pilgrim’s old wane or his 
ricks ; 

Or yell by an out-lying farm 

In the year sixteen, thirty-and-six? 

The years of your schooling are dim 
But recalling the doleful alarm 

Of the “ Day-of-Doom ’’ — Wiggles- 

worth’s hymn 

And the witches and visions that 
harm; 

I whisper it — did you not arm 

As Guy Fawkes and touch off a few 
wicks 

To gunpowder out there by a farm 
In the year sixteen, thirty-and-six? 

With your manners so proper and 
prim, 

And your awful foreboding of harm, 

I know that your chances were slim 
To escape the dire vengance alarm'; 

But with sweet Abigail on your arm 
Did you not find a few moon-lit 
niches 

To loiter by campus or farm 
In the year sixteen, thirty-and-six? 

Envoy. 

Sires! Here the magistrates sound 
no alarm 

So confess to the gay little cliques. 

That have rollicked on campus or 
farm 

In the year sixteen, thirty-and-six. 


Herrliche Helmershausische Wappen 

Erb, Lehn und Gerichts-Herrn zu Wallichen 


Als Siegel scheinen die Helmershausen einen von 
einem Pfeil durchbohrten Helm gefiihrt zu haben, 
dessen Spitze von (heraldisch) links oben nach 
rechts unten gerichtet war. 

— Dr. Trefftz, Staat archivist, Weimar. 


Exactly copied record of the Helmershausen students at 
the University of Jena. 


| Erfurt, 1741, April 20. 


Christoph, Muhlhausen, 1646, August 13. 

Christian Georg Friedrich, Erfurt, 1747, April 19. 
Christoph, Muhlhausen, 1650, Febr. 21. 

Georg Franz Friedrich, Weimar, 1726, Dezbr. 7. 
Ludwig Gottlieb 
Emanuel Gottlob Friedrich 
Wilhelm Gotthilf Friedrich, Weimar, 1745, Mai 25. 
Chr. Gotth., Mainz, 1783, Oktbr. 24. 

Heinrich Georg Fr., Weimar, 1777, Oktbr. 23. 

Karl Ernst Friedrich, Koburg, 1819, Mai 24. 

Paul Joh. Friedrich, Erfurt, 1754, April 29. 

Siegm. Gotti. Fr., Erfurt, 1780, April 15. 

Edward, Saalfeld, a/s. O., 1848, Jurist. 


A list of the Bradstreets as they appear in the Quinquennial 
Catalogue of Harvard University, Cambridge, Mass. 


1653, Samuel 
1660, Simon 
1693, Simon 
1698, Dudley 


1700, Benjamin 
1728, Simon 
1792, Dudley Story 
1795, Nathaniel 


1834, Edward 



















' 

. i ;i nj *fj 















• 









- 




























































■*fr 












THE MAY IS THINE 

AND MINE. 

Bright! Bright, the light at early 
dawn, 

Aurora speeds the Hours. 

On shining feet their steps have gone 
Across the May-time flowers, 

While waking summer wild-birds sing 
Their sky-songs fair and fine, 

Thy basket to the uplands bring, 

The May is thine and mine. 

White! White the light in eerie sneen, 
Midsummer night is still. 

To dance upon the daisied green 
The fairies troop the hill, 

While on the dewdrops golden mist 
The moonbeams play and shine, 

O keep with me the Maytime tryst 
The May is thine and mine. 


STRIVE. 


“Zum hochsten dasein immerfort zu 
streben.” — Faust II., Act. I. Goethe. 

“Evermore to strive towards the 
highest existence.’’ 

Strive, let naught thy purpose daunt 
Let thy failure only taunt, 

Bid no foeman bar thy way 
Let ho sorrow dim thy day 
But with strong and steady aim 
Make thine own firm hand reclaim. 

Strive and thou shalt wake to find 
Life around thee greatly kind. 

Hands will reach in clasp to thee 
For thy words of mastery, 

Hearts will cho'd in measure long 
To thy stirring victor-song. 

Strive for all thy heritage. 

For the guerdon and the wage. 

All victorious of soul 

Perfect and complete and whole, 

For the possibility 

Of what God would have thee be. 

From the marble block of white 
May be wrought an angel’s light, 
From a life of lowly dower 
Angel of two worlds of power. 

He who strengthens from above 
Sees the worth in man to love. 

For the simple love of good, 

For the common brotherhood, 

For the kingdom that awaits 
Souls who strive and vanquish Fates, 
For the joy of conquered sin 
Thou, my spirit, strive to win. 

1894. 


THE PIRATE CRAFT. 


July 28, 1720. 

At ocean, at dawn, and the light lay 
low 

And the stars shone pale in the 
wane of night 

The breakers dipped o’er the long 
litten bow 

And the spray fell bright. 

Of all of the emigrant ships afloat 

Was this queen of the wave the 
best at sea. 

The rise and the fall of the silver 
boat 

Woke a melody. 

The light on the mast lay soft as a 
dream 

And the wanderers on the wide, 
wide wave 

Kept tryst with a land where a sunny 
beam 

Lit the kirk and grave. 

The captain stood lone on the far 
high bridge 

All aghast what glimmered afar 
off — red — 

No light hath burned thus in the 
rocky ridge 

Innishowen Head. 

The mate had a glass to his weather 
eye 

“Ho! A ship!” he cried, “Ho! A 
ship ahoy! 

I ne’er saw a craft as this craft near 
by, 

In the lone Lough Foye.” 

And there from the mizzen-mast and 
the deck 

Together with gaze to a new 
strange guest 

They watched the sail like a darkened 
speck 

On the grey green crest. 

The pirate crew thundered a message 
dread. 

And the sea-king robbers gorged 
with the prey. 

Their sabers had many a time grown 
red 

In a lone sea fray. 

They had lifted gems from the richest 
mines 

And the spices far from the groves 
of Ind, 

And drank of the oldest and richest 
wines 

In many a wind. 


Their chests in the robber-ship were 
aburst 

With the jewels bright and the 
golden store 

As long they had sailed on their 
raiding curst 
From a far, far shore. 

•They honored no king, and they 
feared no foe, 

Nor a crescent bright, nor a holy 
cross, 

Nor any weird messenger sent with 
woe 

Save the albatross. 

They welcomed no friend, and they 
held none dear. 

They floated no flag on the open 
sea. 

Their laugh was the wild fiend’s 
shriek and his jeer 
Over agony. 

But down in the sheltering cabin room 
Were a woman’s features worn, wan 
and white, 

And a babe lay low like a frail flower- 
bloom 

In the hushened light. 

Not knowing from whence it had 
come, nor where, 

And it spake no word but a wailing 
cry, 

As softly the hand of a mother’s care 
Hushed in lullaby. 

The robber-chief stormed to the deck 
below, 

Where he rudely stamped on the 
cabin floor, 

Then paused in a curse and a lifted 
blow 

At the stevedore. 

He shaded his eyes from the upper 
glare 

At a tiny hand, at an out-stretched 
hand. 

And gazed from the sob and the 
silence there 
To a stranger land. 

What visions he saw not a man may 
know 

Nor treasure of love that his life 
had lost 

That now from the distant and long 
ago 

O’er his dark heart crost. 

“Is it a lassie? May I give her 
name? 

Then there’s naught of ill to the 
ship shall come,” 

An answering nod, and who shall 
think blame 

That the lips were dumb! 

Maybe that an angel of Bethlehem 
Had but touched his heart with a 
snow-white wing. 

He clasped the wee hand as a fragile 
gem 

Tiny flower-like thing. 

Sir Galahad at the perilous seat, 

Nor Sir Percivale at the tourna- 
ment 

More knightly did kneel, as • Mary 
sweet 

To the babe he bent. 

Not brighter in shimmer the jewels 
rare 

In the lustrous crown of Queen 
Guinevere 


Than teardrops that softly were shin- 
ing there 

On the wee hand dear. 

The pirate crew pulled from the heavy 
ship 

And they darkly hurtled no back- 
ward glance. 

Thanksgiving leaped to the heart and 
lip 

At deliverance. 

The sea-robber captain sailed back 
again 

With a silken gift for the olden 
name. 

The shimmering sheen in the sunlight 
then 

Shone a sheet of flame. 

The quivering lights caressed in the 
folds 

As they played and toyed in the 
hues and tints, 

The crimsons burned to the Roman- 
red golds 

In the gleams and glints. 

At ocean, at eve, and the light lay 
low;, 

And the stars shone pale in the dusk 
of night, 

The breakers beat on the long, litten 
bow, 

And the spray fell bright. 

And oft from the emigrant ship afloat 

Was a psalm out-bourne on the 
twilight sea 

O’er the rise and fall of the silver 
boat 

In its melody. 

The light on the mast lay soft as a 
dream, 

And the wanderers on the wide, 
wide sea, 

Looked forth toward the land in the 
sunny gleam 

As their homes to be. 

The shimmering sheen through the 
years grows old 

In the bright brocade, in the rare 
design. 

The softer reds fade to the fainter 
gold 

In the texture fine. 

The ship saileth not where the wide 
seas lie, 

And the pirate-craft is afloat no 
more, 

The wanderers sleep in the hills 
close by 

To the sandy shore. 

The bar moaneth on, and the moon- 
beams fall, 

On the land they left, and the wide 
sea-wave. 

On Innishead ridge, on the Lough 
Foye wall, 

O’er the kirk and grave. 

The sea moaneth low, and the lights 
depart, 

But the white tear there on the 
baby’s hand, 

Bespeaks of the good in the darkened 
heart, 

Love doth understand. 


NOTE: — Mary, daughter of James 
and Elizabeth (Fulton) Wilson born 
July 5, 1720; married Thomas Wal- 
lace, December 17,1742; died Feb. 13, 
1814. My maternal grandfather, Major 
Daniel Moore Bradstreet born Nov. 
6, 1795 was connected with the Scott- 
ish settlement at Londonderry through 
his mother, Jannet Moore. Many in- 
teresting stories we e handed down 
by tradition. 


UNFORGOTTEN LESSONS. 


[Written at the request of Miss 
Lillian Gertrude Patrick, for the re- 
union of the class of 1894 of the 
Byron High School, Byron, Illinois.] 

Once in the eld, enchanted days of 
story 

When the old heroes bivouaced on 
the hills 

When in the silvery Hellenic glory 

Gods were on heights and nymphs 
by brooks and rills 
When on their pinions white 
In the etesian light, 

Up from Pyrenean fountain, 

Up to Olympian mountain, 

Wandered the beings of the sky and 
air 

Come like Pegasus from the azure 
rare 

Then in those far, enchanted days of 
story 

Sparring the snaked Medusa and 
her wiles 

Winning in high adventure and for 
glory 

Perseus neared again the rocky 
isles. 

For in those far, enchanted days of 
glory 

Close by a waterfall of elfin rills 
Swiftly from out the mystic trysts of 
story 

Gathered the bright-eyed nymphs 
from sunny hills, 

Bringing the wallet old 

All to securely fold 

Over the noisesome clanging. 

Over the darts and fanging. 

Bringing the sandals winged for fairy 
flight, 

Bringing the plumed helmet lost in 
light, 

That in the great endeavor for the 
glory 

He should be armored for the 
weirdsome strife 

Guidoned by Mercury of song and 
story 

Through the abyss tumultuous and 
rife. 

We are the youths who in the newer 
glory 

Seek for the laurel and the palm 
and pine. 

We, with our faces to the new world’s 
story 

Watch as the beacon-fires of action 
shine, 

Watch as the open day 
Crimsons the mists of gray, 

Lighting the crested waters o’er 
Far to the out-bound morning shore. 
Ours is the wallet that shall safely 
fold 


With the unsullied charity of old. 

Ours are the wings of hope that 
speed to glory 

Up the far heights beyond the vale 
of prayer, 

Ours is the faith that from the 
summits hoary 

Bides all invisible in lesser air. 

These are the lessons, this the 
cherished story 

Which unforgotten stretches out 
to time, 

These O ye comrades on the fields of 
glory 

These are the harbingers of fairer 
clime, 

Love on our banners white 

Floated in raptured light, 

Hope in the sparkling fountains 

Far on the sunlit mountains, 

Faith in all goodness in the every- 
where. 

Bright like a crown enjewelled, high 
in air, 

See ye the distant mountains, snow- 
capped. hoary, 

Where our endeavor and our battle 
lies? 

There shall these unforgotten lessons 
glory 

All the horizons of achievement’s 
skies. 

June, 1895. 


CHICAGO, THE QUEEN OF THE 
WEST. 


Center of midland railways, with the 
prairies at thy feet, 

Harbor and sail-bright lake-port 
where thy broad blue breakers 
beat, 

In armor of light thou standest, 
world^city, the Queen of the 
West! 

Commerce from ocean to ocean, 
trade-belting the world around. 
And north to the Arctic stars and down 
to Argentine’s far bound, 

Grand thy marvelous progress. Amer- 
ica’s brightest and best! 
Onward, Chicago, onward, world-city 
the Queen of the West! 


A TOAST. 

Lincoln. 

Lincoln, the nation’s hero! First son 
of great Illinois! 

In goblet of crystal water with 
beads to the sparkling brim 
North, south, east and west, together, 
Ho, Comrades! We drink to 
him! 

Character as an armor, and faith as 
a shield and joy. 

Onward he marched, face-forward. 
Humanity marched with him. 

Lift goblet of crystal water with 
beads to the sparkling brim 
North, south, east and west, Our 
Country! Hail Lincoln! Hail 
Illinois! 


WANDERING WITH THE 

WILD LDPINE. 


“—the lupine. The earth is blued 

with it.” 

— HENRY DAVID THOREAU 

Brightly is blooming the wild lupine, 
Fields of the sand in the silver shine, 
Flashing a brooklet doth intertwine, 

The leaflets a quivering in the 
breeze 

Like wavering sails on the sunny 
seas 

Delicate gray-green showing. 

Brightly is blooming the wild lupine, 
Throwing a clear cerulean line 
Over the banks where the flint-stones 
shine, 

Rose arethusa a blush in the marsh 

The rushes astir in the scour-grass 
harsh 

Thence is the bright stream flow- 
ing. 

Brightly is blooming the wild lupine, 
Tremulous harebells above in the 
light 

Drooping down over the ore-quartz 
bright, 

To purpleing avens in meadows 
wet 

Down where the wavering waters 
fret, 

Down with the winged-seeds sow- 
ing. 

Brightly is blooming the wild lupine, 
June in the sands where the sparse- 
tract yields 

Vista on vista of sapphire fields. 

And June o’er the orchises in the 
bowers 

Of paling and purpleing spikes of 
flowers 

Butterflies hither going. 

Brightly is blooming the wild lupine, 
Blue on the breast of the song-bird 
bright 

Songs of elysian on zephyrs light, 

And blue on the bunch of forget- 
me-not 

That lades from the lovers’ true 
trysting spot, 

Fairy folks only knowing. 

Brightly is blooming the wild lupine, 
Blue in the dreams of the days that 
were. 

Mist o’er the pictures that someway 
blur; 

Blue in the fair and celestial wail 

Amethyst flame and the sapphire 
fall. 

Sheen of a rainbow glowing. 
Lupinus perennis. 


THE NORWAY SPRUCE. 


It grows with the river at its feet, 

A giant tall on the rocky brinu. 

The waters pause in their measured 
beat 

The wild-birds poise as the stoop 
to drink 

And touch their wings to the wave- 
lets fleet. 

It grows where the islands lift their 
green 

From surf and wave of the outer 
bar 

In changeless and changeful silver 
sheen 

Of sun on water in sunsets far 

The gold and the blue and the mist 
between. 

It grows where the little children 
play 

O’er swarded grass in the summer- 
time 

Its boughs bent low, and they come 
to stray, 

With prattle of sweet and childish 
rhyme 

In infancy’s marvelous holiday. 

The old Norse legends are in the air 

That winds its lays in the warrior- 
leaves, 

The eld Sea Vikings with streaming 
hair 

Cry out when the midnight tempest 
grieves, 

As Druids moan, ere they hush to 
prayer. 

It hides away from the transient eye 

The hopes and the legends in its 
heart. 

It makes no wild or impatient sigh. 

It gives no shiver or anxious start, 

Its boughs bend up to the kindred 
sky. 

That sky that is bright o’er Woden’s 
land 

With midnight suns in the winter 
gray. 

And sweet with the sagas of a band 

Of minnesingers wet with spray 

Who sing in boats on the Baltic 
strand. 

So they whose souls have a precious 
hymn 

Close hushed away from the lower 
world 

Dwell on in the shadows still and dim 

Unjarred by the swelling discord 
hurled 

All out of tune on the surfy brim. 

The psalm of a better life is theirs 

And angels sing in the twilight 
clear. 

The same home-song till the whole 
heart stirs 

The dear home-country comes down 
so near 

They stand as the outer worshipers. 

1895 Oregon-on-the-Rock. 

Written at the home of Mr. and 

Mrs. Jesse William Bradstreet. The 

children were Eloise and Alice. 


MOONLIGHT O'ER 

THE EAGLE'S NEST. 


Leaning far out o'er the rocky head 
Out from the lone and stupendous 
height, 

Watching the foot-path, a single 
thread, 

Winding a down to the caves of 
night, 

The magical moon in the mystic air 
A luminous globe in the spaces there. 
The tears o’er my vision are dim, and 
sway 

At view of the marvelous lunar day, 
Softly the warm lights burn, and 
beaming, 

Are flashing over the mist and spray 
Over the sweep of the waters stream- 
ing. 

Brightly the moon on the peaks burns 
red, 

Tipping the points in an opal light, 
Glimmering shadows gloom dark with 
dread. 

Flickering figures flit still and 
slight. 

And out in the crannies there linger 
fair 

The sprites from a legendary rare; 
Aenone dwells as a culprit fay, 
lone soon fades to a hilltop grey, 
Echo is still, but a soft voice seem- 
ing, 

The Loreli floateth away, away, 
Over the sweep of the waters stream- 
ing. 

There in the marvelous moonlight 
shed 

Nymph Arethusa, a fairy sprite, 
Clambering up, by an orchis led, 

After Diana, the huntress bright, 
Retreats from Alpheus in his lair 
The sea-rock caves, and the shore- 
sands bare; 

And down where the fountain waters 
play, 

And up where the shining moonbeams 
stray, 

Hides from her ardent lover, deeming 
Herself too sweet for his courtship 
gay 

Over the sweep of the waters stream- 
ing. 

# 

Flora in passing hath lightly spread 
Tufts of the grasses, a dainty sight. 
Scattering over the pebbly bed 
Wavering cresses, silerv white 
A sweet surprise. If one did but dare 
To climb to the cranny rock-ledge 
flare! 

A bit of moss in the rock’* decay 
A wind anemone, flower of May, 

Dim with the tiny grey gnats teeming. 
And cedar boughs low that tend 
for aye, 

Over the sweep of the waters stream- 
ing 


Scarcely the winds of the night have 
fled; 

Out on the solemn rocks they smite, 

Dashing the driftwood bough to a 
shred, 

Wandering on as a witless wight. 

But close on their paths the ghostly 
glare 

Hath followed on o’er the noisy blare. 

The tumult, the whirl, the shock, the 
fray. 

The spirit of waters no power can 
stay. 

Fiends of the waves in whirlpool 
screaming. 

The little wee men on fog-horns 
bray 

Over the sweep of the waters stream- 
ing. 

Envoy. 

•‘Bright moon of the waters! Where, 
O, where 

Dost thou thy marvelous beauty 
share?” 

Methinks the great light answers: 
‘Yea, 

From rock-steepes yon to the far 
Cathay, 

Ever the faint, fair light is gleaming 

A litten, lingering, elfin ray 

Over the sweep of the waters stream- 
ing. 


THE COMMENCEMENT 


The pathos of the earthly limita- 
itons 

The mystery that seems to both 
enshrine. 

The personality of one, the teacher, 

And one, the taught, half human, 
half divine. 

Appeal with strange persistence. 
Whence is this 

Relationship of mutual dependence? 

This moral influence, significant, and 
wondrous, 

So sweet and holy to the faith and 
sense. 

The Pupil. 

The dream of conquest waits the 
youth of action 

The struggle and the joy of conflict 
won, 

The possibility, the quest, achieve- 
ment. 

Before his armour; and his task 
begun, 

Beyond, unknown, the chance is un- 
resisting 

Where Wonder waits, where God 
shall be enthroned. 

Indefinite and dreamy, yet the vant- 
age 

His Fancy and his Courage long 
have owned. 

The Teacher. 

Upon the patient act of separation 

Are centered all that hope and love 
shall gain, 

The teacher knowing this, the greater 
Ascham. 

Forbids the pupil longer to remain. 

Oh, how the arms of love would give 
assistance, 

How deep the yearning of the anx- 
ious heart. 

And yet his voice cries to the youth 
who lingers: 

“Press forward! To the world! 
From school depart!” 


THE FIREFLY O'ER THE 
WILD SWEET BRIER. 


Thou star-of-fire, thou glow-star fleet- 
ing, 

Pursuing, vanishing, retreating, 

So glinting bright 
In flaming light 

A warm sky-star on earth repeating. 

Thou passionate ambitious flyer, 

A glow upon the wild sweet brier, 

To spy a star 
In skies afar 

And copy it in flame and Are. 

I 

And should I see an angel winging 
The soft airs, and the joy-bells 
ringing. 

Dost think a rune 
Of holy tune 

Would touch the measure of my 
singing? 

Ah, whither, thither, will thou wander 
From flower-bell to brier yonder, 
Wilt thou abide 
This eventide 

The while thy shining flame I 
ponder? 

The sultry day fades warm and 
weary, 

The mid-night doubtless will be 
dreary, 

Will thou be guest 
On brier-crest 

And shine for me, my pretty dreary? 

Thou pyrotechnic insect gleaming, 
Thy phosphorescent witch-flre- 
streaming. 

Through all thy flight 
A wake of light 

And hither, thither, gleaming, 
beaming! 


O’er 

willow swamps thy 
straying, 

brother 

The 

Will-o’-Wisp in 

swaying. 

mist-light 


Calls through the air 
“How dost thou fare, 

And 

hast thou chessmen 
playing?” 

for our 

Through purple marsh, 

the lost 


stream gushes. 


The 

frogs sing in the 
hushes, 

twilight 


Their lightning fling — 

A magic thing — 

That gleams amid the reeds and 
rushes. 

The fairy elves, their psalm of sages 
Do read at prayer, though all the 
ages. 

By mush room fire, 

The dead wood’s pyre, 

They chant for thee their holy pages. 


The shining shoals that slide and 
shiver 

And burn and flame, and changing 
quiver. 

So wondrously 
By magicry 

Await thee at the glowing river. 

The rock nasturtiums burn and 
shimmer, 

And o’er the banks a paling glimmer 
Like warrior’s pyre, 

Like vestal tire, 

Shines back to thee, but dimmer, 
dimmer. 

The river dahlias tall and stately 

Thy fair hand-maidens waiting 
lately, 

With faces bright 
In wondrous light. 

Thy brilliance love, how greatly, 
greatly. 

The yellow lilies, bending over 

The iris and the white sweet clover. 
In chalice-urn 
Their incense burn 

And wait thee nightly, transient 
rover. 

The silken poppy, frail and fairy, 

A thrill in zephyrs light and airy 
But tears its bloom 
To faint perfume 

Thy coming, wherefore wilt thou 
tarry? 

Bright, intermittent, blazing, flashing, 

The dead leaves, ere the autumn, 
dashing 

Down windy steepes 
In gusty sweeps 

Reflect thee, from the waters 
splashing. 


1895. The wild sweet brier grew 
south of the Jesse William Bradstreet 
home, at Oregon-on-the-Rock. 


A TRIOLET FOR AN 

AUTOGRAPH ALBUM. 


Christmas offering! Book of Blue! 

These will we trace on your pages 
white, 

Thoughts that are merry and fond 
and new 

Christmas offering! Book of Blue! 

These will we trace while memories 
sue. 

For the olden songs in the olden 
light. 

Christmas offering! Book of Blue! 

These will we trace on your pages 
white. 

Christmas 1895. 


THE WATER-HARPERS. 


Yon where the southern crescent 
coast 

Palm-borders Pascagoulas Bay, 
Weird pageants of the whirling 
spray, 

Tall sheeted waves in spectral host 
Wander along the gleam and g.oam 
In and out of the seething foam, 
And murmer an endless, eerie lay. 
Mysterious music, when moonlight 
Steals over the bay, 

Aeolian wind-harps. The June night 
As fair as the day. 

In Ariel-garments, the white mist, 
Out flaunting the tides, keeps a 
bright tryst 
With song, and away 
Away. 

The wave-harps wake in symphony. 
The elf-song on the shore rec .11s 
Mermaidens in the deep sea-halls, 
And golden-combing Lorelei 
Dipping, dancing in azure air. 
Shaking marvelous shining hair, 
O'er wind-dipped waves by castled 
walls. 

In eerie enchantment of moonlight 
Out over the bay 

Melodious wave-harps. — the June night 
A wist as they play, 

Afar to the tides they are wailing. 
The white ships are sailing and sail- 
ing. 

And fading away, 

Away. 

Are they the redmen of the plain 
Whose pale-face brethren, Jacob- 
wise, 

Have vanquished them? With 
stiffled sighs 

Rings on and on the soft refrain 
Sighing across the silver tide. 

Dying afloat on waters wide. 

The echo fails and elf-song dies. 

Drear incantations when moonlight 
Streams over the bay, 

The swan-song that startles the June 
night 

And falls with the spray. 

The hunters who roam in the white 
mist, 

The warriors awake to their bright 
tryst, 

The maidens away 
Away. 

And hark! The harpers! Are they 
men 

Gay grandees from the gallant 
Spain, 

Explorers calling lo! in vain 
The ships and sailors o’er again. 
Voice of Pizarro, DeSoto, 

Cry of Cabrilio. Espejo, 

Adventurers far from the main. 


A glitter of mines when the moon- 
light 

Beams over the bay 
A sheen of pearls filling the June 
night 

Of fabled Cathay. 

The gems of the bright Colorado 
The gold-land, the far Eldorado 
That faded away, 

Away. 

And hark! The harpers! Are they 
stars 

Low-fallen from a high estate 
That fettered in the waters wait 
The lifting of the purple bars; 

Singing beneath the litten skies 
Sighing when Luna doth arise 
Bewailing tide and time and fate? 
Strange radiant glimmer when moon- 
light 

Gleams over the bay. 

Ethereal shimmer when June night 
Ends summer’s sweet day. 

Bright Hesperus, golden in star-mist 
Andromeda keeping her high tryst 
Polaris away, 

Away. 

Along the foam-white, crested shores 
A few, low, lone vibrations sing 
As o’er the distant straining string 
The burthen of the music soars. 
Slumber the soft sweet notes that 
lie, 

Low o’er the waves. The wind- 
harps sigh 

A breath too tremulous to ring. 
Mysterious music when moonlight 
Steals over the bay. 

Bright visions that wake in the June 
night 

To fade with the day, 

Like Angels from paradise golden 
Lost faces that smile. Visions olden 
That vanish away 
Away. 

August 21, 1895.. 


Note in “Comfort” magazine. 

“One of the most romantic things 
about the Gulf coast is the myster- 
ious music of Pascagoulas heard in 
the bay and at the mouth of the Pas- 
cagoulas river, on the coast of Missis- 
sippi. It is said to occur most fre- 
quently on moonlight nights and 
gives one quite an eerie feeling, re- 
calling o!d tales of the Lorelie and 
water-sprites. Beginning with a few 
low, detached vibrations, like a dis- 
tant stringed instrument or the sigh 
of a wind-harp. It sometimes increas- 
es to a continuous loud humming, 
like that of a submarine telegraph 
wire. Several theories have been ad- 
vanced as to its origin; the Inost 
popular of which attributes it to 
schools of shell-fish. Many legends 
have grown up around this singular 
phenomenon. But the most poetic of 
all says that these peaceful waters 
are the last resting-place of unfortun- 
ate Indian tribes. The negroes will 
tell you that at this spot the white 
men drove the poor Indians over- 
board; that after taking all their land 
away from them they pushed them 

out to drown in the sea, at the 

bottom of which they are still lament- 
ing the loss of their once happy 
hunting-grounds.” 


AT RUNNYMEOE. 


Across the sward of Runnymede 
The turrets of the castle rise, 

The Windsor banners in the air, 
The Windsor steeples tipped with 
prayer 

And upward pointed to the skies. 

Across the sward of Runnymede 
Fitzwalter leads the hosts of God. 
No hostile armies thereward stand, 
No jarring slogan wars the land 
Nor crimsons blood the meadow 
sod. 

Across the sward of Runnymede 
The forests of the Norman blow, 
The deer are feeding in the grass, 
The pheasants as they chance to 
pass 

Are golden in the June’s ago. 

Across the sward of Runnymede 
Rose-June walks on with maiden 
feet. 

The hawthorn hedges white with 
bloom, 

The summer air with balm perfume 
Till life and breath are fresh and 
sweet. 

Across the sward of Runnymede 
The thoughts of Magna Charta rest. 
The earls and lords no more con- 
tend. 

The barons and retainers end 
And life is more to crook and crest. 

Across the sward of Runnymede 
The erst-cries of a people break. 
The faith that held a Father. Son, 

A people who were bound in one, 
Through centuries begins to wake. 

Across the sward of Runnymede 
The New, and Medieval, sounds. 
The Angle, Jute, the Saxon tongue, 
The Norse, the Norman, told and 
sung 

The universal planet rounds. 

Across the sward of Runnymede 
The English air is thrilled and new, 
The oaken branches bend with 
shade, 

The swans within its waters wade 
And circle into regal view. 

Across the sward of Runnymede 
The fires of Smithfield fade in 
✓ haze, 

The sea Armada seems to rise. 
The forest depths and German 
skies, 

And Spain and Inquisition days. 

Across the sward of Runnymede 
The “Mayflower” seeks its west- 
ward path, 

And Leyden and the Pilgrims come, 
And ashes of the martyrs dumb 
And angels who are sent in wrath. 

Across the sward of Runnymede 
The freedom of the mother earth. 
The liberty of thought and speech, 
The libertv of each to each 
Has travail, strengthening and birth. 


Across the sward of Runnymede 
The winds have out and westward 
blown, 

The islands of the far-off sea. 

The mountains and the prairies free 
Their earlier allegiance own. 

Across the sward of Runnymede 
Are fairer flowers than daisied eyes. 
Are sweeter songs than Philomel's 
Or echo of old minster bells 
At twilight under twilight skies. 
1896. 


Dixon, 111., Feb. 26, 1896. 
Miss Maud Minnie 

Adella Helmershausen. 

Franklin Grove, 111. 

My Dear Friend: — 

Under separate cover, I have pleas- 
ure in forwarding to you a copy of 
the "Dixon College Educator,” which 
I trust you will accept with my com- 
pliments. 

We would like very much to have 
Miss Helmershausen represented in 
the next issue of the Educator. Are 
you willing to contribute a poem? If 
so, you may be sure that your kind- 
ness w r ill be very greatly appreciated 
by us. We wmuld like to have your 
photograph in connection with your 
manuscript. 

Trusting that you will favor me 
with a few words relative to this mat- 
ter and that, too, at the earlest pos- 
sible moment, I am. 

Yours very sincerely and 
respectfully, 

C. C. REARICK. 


Dixon, 111., March 13, 1896. 
Miss Maud Minnie 

Adella Helmershausen, 
My Dear Friend: — 

I enclose herewith a stone proof 
of your poem, “At Runnymede.” We 
are having a pen and ink sketch of 
Windsor Castle made to use in con- 
nection wdth the poem. Will you 
kindly prepare such an historical 
sketch as you would like to have 
printed in connection with the poem? 

Trusting that you wlil return the 
marked proof and that I may hear 
from you in relation to the historical 
sketch at the earliest possible mo- 
ment. I am. 

Yours very sincerely and 
respectfully, 

C. C. REARICK. 


NOTES TO “AT RUNNYMEDE” 


1 — The sward of Runnymede 
stretches out from Windsor cas- 
tle to the waters of the Thames, 
and presents one of the finest 
meadow prospects in England. — 
2 Looking upon this scene the 
first sight to attract the attention 
is the majestic castle. It was rebuilt 
by Edward III in 1344, and after- 
ward remodeled by several succeed- 
ing sovereigns until it is one of the 
architectural, memorial treasures of 
royal residence. — 7 Robert Fitzwalter, 
“Marshall of the army of God and 
the Holy church,’’ led the barons to 
bloodless victory over John, called 
Lackland. — 12 The royal forest is one 
of the prides of England. William 
the Conquerer, laid large tracts of 
land into forests and stocked them 
for the hunt. — 22 Magna Charta sign- 
ed June 15, 1215 was the great, con- 
stitutional bulwark of British liberty. 
—28 The thought gradually grew in 
the minds of men of the Fatherhood 
of God and the Brotherhood of Christ, 
and scattered the mists of the Dark 
Ages.— 32— 35 Remembering this the 
Modern and Medieval times seem 
linked together. Angles, Jutes and 
Saxons were Teutonic tribes who in- 
vaded and settled England from the 
Rhinish provinces and the Baltic 
lands, in the fifth and sixth centuries. 
Norse were Scandanavian invaders. 
Normans were the invaders from 
Normandy. The English language is 
being spoken the world around. — 42 
Smithfield is a field of six acres in 
London, where Wallace was executed. 
Wat Tyler was stabbed, and for over 
two hundred years the place where 
martyrs suffered death.— 43 Armada 
an expedition of 150 vessels and 1900 
soldiers and 8460 sailors armed with 
2431 cannon under the Duke of Me- 
dina Sidonia sent to conquer England, 
was stopped by English valor and de- 
stroyed by fierce gales in mid-sum- 
mer 1588.- — 45 The long wars north of 
the Alps succeeding the fall of the 
Holy Roman Empire. — 46 The Duke 
of Alva in the Low Countries.— 47 
“Mayflower’’ was the vessel in which 
the Pilgrims came to this countrv. — 
48 Leyden was a town in Holland 
where the Pilgrims spent some ten 
years of exile before deciding to 
emigrate to America. — 57 We, as a 
people, inherit our love of liberty 
from English colonists and our Con- 
stitution is fraught with the priceless 
liberties secured by Magna Charta. — 
63 Beside these memories and the 
beauty of meadow, turret and stream, 
one still recalls the old days when 
Edward established the Order of the 
Garter; and older still when the 
Knights of King Arthur gathered here 
around the Round Table, before thev 
sought the Holy Grail and the old, 
legendary days were passed and into 
the far twilight ride Ulfius, Brastius 
and Bedivere, Gareth with Lynette 
and Lyonors, Geraint with Enid, Lan- 
celot and the white barge of Elaine 
drifts by the lattice of the lone Guin- 
evere and by the white light of the 
vision of the sacrificial chalice. 


MANDOLIN SONG. 


Fair Madeleine in the moonlight, 
List from the casement bar! 

(The night-bird lone in the thicket 
Sings to the golden star). 

Fair Madeleine in the moonlight, 
Clotho a dream has spun! 

(The daisy-bank by the way side 
Blooms for the distant sun). 

Fair Madeleine in the moonlight 
Birdling and flower am I, 

And thou, the star and the sun bright 
Glowing within my sky. 


THE NEST OF THE RED-TAILED 
HAWK. 

They wheel and dip on the wide-wings 
spread 

Far over the lofty cottonwood, 

A flutter and then a flame of red. 

When wild March hurtles the sleet- 
storm dread 

In wonderous hope of their parent- 
hood. 

They wheel and dip on the wide- 
wings spread. 

Where leafless branches bend out 
o’er head 

They build, and soar, as the field 
hawks should, 

A flutter and then a flame of red. 

With tuft and twig, and a corn-stalk 
shred 

Where last year’s nest in the high 
fork stood, 

They wheel and dip on the wide- 
wings spread. 

The little ground squirrel somewhere 
fled, 

The field-mouse scurried fast as it 
could, — 

A flutter and then a flame of red. 

And high in the wind-tossed nesting- 
bed 

Two hawklets feed. Oh, the world 
is good! 

They wheel and dip on the wide- 
wings spread, 

A flutter and then a flame of red. 


THE FLAG 


The flag-staff cleaves the loyal air, 
A gilded ball of Are on .high, 

Whose Atlas on his shoulders bare 
Upholds a newer world in sky. 

Red stripes of battle won in blood, 
White stars of sovereign estate, 
That sweep the Ages’ ancient flood, 
And float where future conquests 
wait. 

The spirit stirs to holy prayer 
For thou art God’s handwriting there. 

Had Solon read the law made just 
From man to man within the state, 
Or Pericles beheld in view 
The logic where they legislate 
What had it been for Hellas then? 
But stay, no olden nation knew 
The sacred, all-abiding trust 
Of law of Man for good of men, 
Then float and fold o'er gables gray, 
For thou, O Flag, art more than fray. 

A country-boy, who eventime 
Lets down the bars for lowing kine 
And crops aside the golden-rod 
With careless switch of fishing-line, 
To gather up a wayside flower 
For mother, with an unsung rhyme. 
May hold the nation’s battle-power. 
Fold o’er that boy, that part and 
whole 

He be American at soul. 

All beautiful and wonderous 
Bright emblem of the noble Free! 
Thou mighty beacon star that glows 
Above the earth’s wide destiny. 

Thine first the herald light of Law, 
The universal paean of Peace, 

The bursting beams of Liberty, 

Above the races’ long release. 

Flag of the Nation’s battle-might! 
Flag of the great earth’s greater 
light! 

The Hillside School, 1896. 


THE FLORENTINE ANGELS. 


Wrapped in a wretched robe of red 
Burned crimson in the dusky air, 
Nimbus out-bending o’er the head 
And wings of grey outspread in air. 
Bends Poverty enhaloed. 

High in an eld and vaulted tower 
Reared far in cold and cheerless 
air, 

Standeth sweet Purity in power 
And pleadeth in the quiet air. 

For Work with chastity for dower. 

Lone in the dim and dreamy view 
Within the many-voiced air, 

Waiteth Obedience to Do 

And wakes her psalmody in air, 
For Work, obedient and true. 

Work, and in working, struggle poor. 
Is heralded through wakened air. 
Work, and in working, wrestle pure. 
In darkened, lone, unthankful air, 
And Work to order and endure. 

Angels who watch the ages roll, 
White Messengers of sky and air! 
Angels of Hope, with ease for dole! 

Angels of Faith, in shadowed air! 
Angels of Love, make strong the soul! 

Bend o’er the harvest, field, and mart. 
Where traffic shrills the noisy air. 
Out o’er the wharfs where ships 
make start, 

O’er blue of sea, in blue of air. 
Low o’er the ladened hand and heart. 

As in the roof in shadowed glow, 

In pictured grace, in silent air, 
Bending above the waters flow, 

The river of the sky and air. 

Of Giotto and Angelo. 

Written after re-reading Ruskin’s 
“Mornings in Florence” — at the James 
Feldkirchner home while teaching 
the Hillside School. 

September 30. 1896. 


THE HUMMING BIRDS 
O’ER THE HONEYSUCKLES. 

The sunlight smiles down flower- 
aisles 

Of honeysuckles wide and spread- 
ing, 

The belted bees in reveries 
The litten pathways jocund thread- 
ing. 

On trumpets yellow 
The hot wind blows 
A chanson mellow 
That sweeter grows. 

And here and there in noonday air 
There hangs suspended a whirr of 
wings, 

The Ruby-throats like picture-floats 
At Mardi Gras in the southern 
springs. 

Whirr, birdlings whirr, see the bright 
jewels streaming, 

Wing birdlings, see the jewels 
gleaming, streaming, beaming. 

The chrysolyte, the beryl bright. 

The amethystine purple splendor. 
The jacinth beam, the topaz gleam, 
The chrysoprasus throbbing tender. 
The crystal shimmer 

Shot through and through 
“With jasper glimmer, 

And sapphire hue. 

And half between, emerald green, 
Chalcedonies burned down to ashes, 
And flaming thus is a sardius, 

And sardonyx in smothered flashes. 
Whirr, birdlings, whirr, see the bright 
jewels streaming 

Wing birdlings, see the jewels gleam- 
ing, streaming, beaming. 

Of lichen moss and fiber floss 
And cobweb laces fine and fairy, 
On slender bough that trembles now 
The nest hangs swaying, bending, 
airy. 

The soft wind blowing 
In languid air, 

The noon light glowing 
A sunburst there. 

In sheen and light, in color bright 
The reds and crimsons and ambers 
burn 

Like haloes gold, from pictures old, 
Above the moss and the nestlings 
yearn 

Whirr, birdlings, whirr, see the bright 
jewels streaming 

Wing, birdlings, see the jewels gleam- 
ing, streaming, beaming. 

It someway seems the spell of 
dreams, 

Or Peri with the flowers playing, 

Or Persian fire, or Druid pyre, 

Or Pleiades the lost skies straying, 
Or sprites flame-golden 
With floating hair 
From elf-lands olden 
Are dancing there. 

A pageant sight, ye birdlings bright, 
Ye jeweled darlings of light and air, 
Ye Ruby-throats, like picture-floats 
In the noon’s carnival, splendid 
there. 

Whirr, birdlings, whirr, see the bright 
jewels streaming 

Wing, birdlings. see the jewels gleam- 
ing, streaming, beaming. 


TO ROSALIND BLAISDELL, 


Sweet, sweet the rose on pearly spray 
That opens to the dawn, 

So beauteous in bright array 
Like dreams that long is gone. 
While dewdrops sparkle at its heart 
And sunbeams bend to kiss, 

It seems of very life a part 
A joy to dear to miss 
The dawn-lit rose, the dewy rose, 
The dewy, dawn-lit rose. 

Sweet, sweet the bird on morn in 
May 

That carols forth at dawn, 

A half-enticing mellow lay 
O’er summer uplands gone, 

While golden sun-butst of the light 
In rapture breaks to die, 

The songster wings again to sight 
The rose of morning by. 

The dawn-lit rose, the dewy rose, 
The dewy, dawn-lit rose. 

Sweet, sweet the maid at break of 
day 

Who waits me, fair as dawn, 

Adown the hedgerow-paths to stray 
On blossom-hunting gone. 

And thou the rose, my Rosalind 
So beauteous thou art, 

And I the bird of rapture fond 
Who holds within its heart, 

The dawn-lit rose, the dewy rose, 
The dewy, dawn-lit rose. 

Begun in 1878. 

THE RED-WINGED 

BLACKBIRDS. 


The Red-Wings o’er the Ramsdell 
slough 

Are speeding in their witchery 
Like flaming arrows in the blue. 

And poising instant in the view 
I see the fleeting company, 

The Red-Wings o’er the Ramsdell 
slough, 

In wondrous flight forever new 

In the aerial canopy, 

Like flaming arrows in the blue. 

I 

A roving band of Kickapoo, 

A fine and feathered soldiery, 

The Red-Wings o’er the Ramsdell 
slough. 

And there in light shot through and 
through 

Moves on the splendid pageantry, 
Like flaming arrows in the blue. 

They challenge, and the winds 
pursue, 

Their war-whoop, “Conquer!” 
“ Conquer-ey,” 

The Red-Wings o’er the Ramsdell 
slough, 

Like flaming arrows in the blue. 

The slough north of the Dysart 
school house on the new road. 

1897. 


OUR COUNTRY'S FATHER, 
WASHINGTON. 


Grand March, Pupils With Flags. 

[A young girl appears on the stage 
gowned in white, with crown of pine 
cones, carrying a pine bough and a pen- 
nant reading: “The East.” She pauses 
before a large map of the United States 
and lifting her pennant over New York 
on the harbor, points to each river as 
she recites]: 

The St. Croix to the ocean calls, 

The Saco to the sea, 

The Hudson in its mountain halls 
Holds storied revelry; 

And far away the woods of Maine, 
The streams that prattle of Champlain 
Are thrilled, and filled, and some- 
time stilled 

With that low, euphonious refrain. 

[A second girl follows gowned in white, 
with a crown of cotton blossoms, carry- 
ing a jessamine spray, and a pennant 
reading: “The South.” She lifts her pen- 
nant over New Orleans near the gulf, and 
points to the rivers of the Southland as 
she recites]: 

The sunny waters of the South 
Flow slowly to the sea, 

And languid stir through summer 
drouth 

In latent melody; 

And coming from the upper hills 
In rivulets and brooks and rills, 

They sing, and swing, and sea-ward 
fling 

Long lines of blue where valor thrills. 

[A third girl continues the recitation. 
She is gowned in white, with a crown of 
goldenrod. carrying a sheaf of wheat, and 
a pennant reading: “The Plain.” She 
lifts her pennant over Chicago by the 
lake, and points to the rivers of the Mis- 
sissippi valley as she recites]: 

The sturdy waters of the plain 
Are burdened to the sea; 

They flow by bending fields of grain 
Wind-swept in euphony. 

And dimpling by the tasseled corn 
In sunny dawn of prairie morn, 

They flow, and glow, and murmur 
low 

The people’s freedom newly born. 

[A fourth girl concludes, gowned in 
white, with a crown of orange blossoms, 
carrying a cluster of California roses, and 
a pennant reading: “The West.” She 
lifts her pennant over San Francisco at 
the Golden Gate, and points to the rivers 
of the coast as she recites]: 

The Rio Grande’s onward tide 
That sweeps from hill to sea, 

The Sacramento waves that bide 
Their voyage bonnily, 

The Pitt that sleeps at Shasta’s feet, 
The Willamette with movement fleet 
Brim o’er a shore where breakers 
roar, 

And sing amid their shoreward beat. 

[In chorus, the four girls recite]: 

They dream above in wraith of mist 
They wake to seek the sea — - 
Blue, bright in jeweled amethyst 
That pearls their dreams to he. 

For ferns they half-way turn aside, 

By rushes pour their sparkling tide. 

And still, at will, from distant hill, 
A requiem for one who died. 


[A large American flag is lifted over the 
map and the girls continue] : 

The waters have a golden song — 

A song that tunes the sea 
And flow the happy lands along 
In airy light and glee. 

Of fields of blue from starry night, 

Of stripes of red and stripes of white 
So dear, and clear, so glad with 
cheer 

Of broad Potomac henedight. 

[The river Potomac crosses the stage]. 
[The Daughter of the Republic enters 
robed in red-white-and-blue, with a gold- 
en crown, and a flag. She ascends to a 
dais, and lifting her flag over Mt. Vernon 
on the Potomac, exclaims]: 

O beautiful! O storied stream! 

Thou earnest of the sea! 

Bright river of the golden dream 
Of perfect liberty! 

Flow on, thou slowly lapping wave, 
Low hush the slumber of the brave. 
The streams have gleams of these, 
thy dreams, 

Along the hanks thy waters lave. 

[A rank and file of boys enter, each ap- 
propriately costumed, and carrying the 
tools and signs of his trade, and recite 
line by line]: 

The mountaineer by old Pike’s Peak, 
The hermit by the sea, 

The herdsman on the hillsides bleak, 
Whose flocks are company; 

The hunter through the pathless snow, 
The pioneer in cabin low, 

The pilot steering to and fro, 

And they who stray from day to day, 
Whose feet the righteous path forego. 
The fisherman of Marblehead 
Whose skiff is on the sea, 

The diver at the ocean’s bed 
Enshroud in mystery, 

The sailor lad aloft on spar, 

The miner in the hills afar, 

The merchant where the traffics are, 
And all who call in church or hall 
Are turned to that one guiding star. 

[All point to a bright star which shines 
suddenly over the flag and map. The 
Daughter of the Republic pointing to the 
Potomac recites]: 

It shone o’er Yorktown in its light, 

It rose above the sea; 

It watched o’er Harlem Height, 

It sank serene to thee. 

And its reflection is thine own; 

Thou art its great and tidal throne, 

To thee made free the loyalty 
To cherish still the hallowed light. 

[Several rivers enter clad in green and 
silver]: 

The waters run with songs of thine 
And tell them to the sea; 

The star comes out and gleam and 
shine 

In heaven’s majesty; 

The winds are weighted with the 
sound 

Of an enhallowed, filial ground, 

O’er steep and heap they come to 
keep, 

Unsullied all that he hath crowned. 
The wave and wind, and heart and 
home, 

The mount and vale and sea; 

The skies that wide the states endome 
In honored heraldry; 

All birds that in the sunlight wing, 
All bells that with glad tidings ring 


And peal and feel the glory steal 
Through touch and tone for hopes that 
cling. 

One gold and azure diadem 
From east to Western sea, 

Made priceless with each costly gem 
They bring to crown thy azure brow. 
Of deathless liberty. 

[The River Potomac enters arrayed in 
blue with veil, tulle sash, and chiffon 
wings. She sings: “Where Mt. Vernon’s 
Bells are Tolling, Potomac’s Waters 
By”]. 

[Washington enters and all exclaim]: 

More than our country’s chieftain, 
thou, 

Our country’s father, then and now. 

[The East, the South, the Plain and 
the West present Washington with the 
pine bough, jessamine spray, wheat and 
roses] : 

These flowers of ours are blessed 
hours 

Of years that Freedom shall endow. 

Written Feb. 19, 1897, for a Washington 
entertainment in the Hart school. 

1898 — Played in the Dysart school. 

1899 — Given at the Oak Street school, El- 
gin. 

1900— Read at a society in the DeKalb 
Normal school. 

1901 — Played at the Locust Street school, 
Elgin. 

1902— 3-4 — At the Dysart school. 

1905— At Erie school. 

1906 — Given at the Farragut school, Chi- 
cago. 

1907— 12 — Five times at Nixon school, Chi- 
cago. 

1913-16 — Told at the Linne school. Chicago. 


THE MUTUAL COMMUNITY, 


It is a mutual community 

One story high about the mossy sod. 

Whose palace is a spray of golden- 
rod; 

The fair estate a bit of grassy lea; 

Its castle rises staunch as staunch 
can be 

Beneath the silken-shedding milk- 
weed-pod 

Beside the brookside moat. Oft 
have I trod 

The blossomed path the insect life 
to see. 

So here they live together in one bond, 

The sweet, exuding plant-lice on the 
spray, 

The battle ants in towers along 
the hill. 

Of honeyed liquor are the black men 
fond, 

The gold men thus their fighting 
liegemen pay. 

Three vanquished lady-birds lie 
cleft and still. 


EGGE HOMO 


“What is Truth?” asked One 
Mighty in word and deed, 
Turning his saddened eyes 
Down from stricken skies, 

Pull upon the face 
Of Pilate in Roman judgment hall. 

Man of earth undone 

Standing in direst need, 

“Ecce Homo!” cries, 

Wrecked, he cannot rise 
Up to pristine grace, 

And Christ is in Pilate’s judgment 
hall. 

Master, we have come 

Mutely to seek thy face 
Turn thou those glad eyes, 

Down from golden skies 
Radiant with light, 

Of Truth in the palace halls of God. 

Standing lorn and dumb, 

Trusting alone Thy grace. 

Par our questions rise 
Still through stiffied sighs 
Out from depths of night 
Wherein have our stumbling foot- 
steps trod. 

November 7, 1897. 


JOHN DONNE. 


1573-1631 - 

His verse is harsh as waters through 
rough canes 

And grating as wild winds of autumn 
night; 

The theme close-hidden, like from 
veils of white 

The Persian women peep, and hurry 
down walled lanes. 

His thought is odd as oft in gypsy 
wains 

Rude garments flutter, half-bizarre, 
half-bright; 

The language weird, as if a vagrant 
sprite 

Unreal and grotesque, the meaning 
feigns. 

Yet here is writ the message of his 
soul, 

An earnest, amorous philosophy 

An insight into things of spirit- 
worth. 

Brief phrases charm, sweet strains in- 
constant roll. 

As blooms in spring the wild crab- 
apple tree, 

Its blossoms tangled in the thorns 
of earth. 


NOTE TO DIARY OF 1897. 


The Scriptural references are to 
“Daily Food” a small volume of Bible 
verses and hymns, given to me by 
Mrs. Charles Withey, nee Mary Lucy 
Gould. From 1884 this little book be- 
came my daily reading. It was a 
habit to keep a note and program of 
work. The lock-step of the assign- 
ments from hour to hour allowed me 
to accomplish a large amount of work 
in a given time. Each class was a 
privilege, each teacher, an artist, each 
book a treasure-trove. 


EXTRACTS FROM DIARY. 


April 6, 1897 — Aug. 6 1897. 

Illinois State Normal University, Nor- 
mal, III. 

April 6, Tim. 6:12 — My program of 
work: 

1st hr. — Pedagogy, Dr. John W. 
Cook. 

2nd hr.- — Algebra, Miss Mary Hart- 
mann. 

3rd hr. — Botany, Buel P. Colton. 

4th hr. — American Literature. Miss 
Amelia F. Lucas. 

5th hr. — Arithmetic, Miss Mary 
Hartmann. 

6th hr. — English Criticisms, Miss J. 
Rose Colby. 

Arnold, ‘‘George Eliot,” Wordsworth, 
Tennyson and Scott. 

Drills: Drawing, Miss Clarissa E. 
Ela. 

Gymnastics, Miss Lucas. Society. 
Wrightonia. 

Read definitions in algebra. — Exam- 
ined the hepatica, a delicate plant 
which has blossoms of white, blue and 
pink color. It has three bracts and 
six colored sepals.— Discussion of 
phonetics; sbme outline fpr .our read- 
ings. — Section A and C meet in room 
12 for separate general exercises. — 
Began study of Arnold’s "Sohrab and 
Rustum.” My rooms are on University 
street near the campus. — Studied 
numbers. 

April 7. Jas. 4:7. — Studied algebra. 
Examined pollen of the Balm-of 
Gilead under a microscope. It is 
yellow in color, and has whitish 
crystal globules on one end of each 
po';len bud. — Miss Lucas discussed 
articulation as parts of word; pro- 
nunciation, of whole word; enun- 
ciation of words in sentences. — Miss 
Hartmann teaches arithmetic in a 
new and interesting way. — Read- 
ing ‘‘Sorab and Rustum” for the 
story. — Read in the library. Dr. Cook 
gave us good councel about our con- 
duct. 

April 8, Jer. 17 : 5.— Studied algebra. 
— Examined a bud of the buckeye 
which is terminal; but there are also 
auxiliary buds arranged in pairs on 
opposite sides of the stem. The bud- 
scales have subdued tints of color 
which Ruskin would call peculiarly 
beautiful. — Discussion upon how to get 
the thought analysis. — Studied arith- 
metic. — Criticism of “Sohrab and Rus 
turn.” — Mr. McCormick gave us a 
helpful talk at general exercises. 

April 9, Jer. 17:13.— We have had 
two class periods this week in Peda- 
gogy. Topic I. What is the distinc- 
tive work of the teacher? Dr. Cook 
is an able teacher. — All algebra as- 


signments completed up to date. — Ex- 
amined the flower of the soft maple 
to-day. It is bud-like and has no calyx 
or corolla but an enfolding part, each 
division of which is a bract or scale. 
Description of the vocal organs. — 
Work in arithmetic up to date. — 
Working on Arnold’s poem. — Draw- 
ings ready for the week. Research 
work in the library. Miss Potter 
plays at general exercises. 

April 10, Rom. 5:6. — Arranged my 
rooms; prepared lessons; wrote letter 
home. Sent Mrs. Crawford a thank 
offering — Wrightonian program in the 
evening. The population of Normal 
is 4000, of Bloomington. 25,000. 

April 11, Dam. 3:26: — Attended us- 
ual church services. Recited poems. 
Sang hymns. Enjoyed a pleasant 
walk. 

April 12, Luke 9:62, Lam 3:24. — 
Algebra is interesting. Examined the 
silvery maple which has a silvery tint. 
There are two kinds of buds, the leaf 
bud and the flower bud. The former 
is terminal and the latter are grouped 
around it. In the flower I found a 
little green stem which bears a flat- 
tened, triangular body. The two red 
threads which are just visible are 
styles. Miss Lucas is enthuiastic. 
Miss Colby is resourceful. Studied 
arithmetic. — Read poem. — Prepared 
lessons. 

April 13, Micah 7:9, Luke 9:62. — 
Studied algebra. — Examined the pis- 
tillate flower of a silver maple as 
seen on the 13th. We recite in the 
new science building. I have been 
studying the architecture of the 
building with delight. — Studied the 
opening of the poem. The story opens 
at an interesting place; action is con- 
sciously felt, and a conflict is suggest- 
ed. — Practiced on sounds of m. n, ng. 
— Worked problems.— Read ’‘Sohrab 
and Rustum.” — Walked over to Bloom- 
ington to do shopping and get the air. 

April 14. Micah 7:9. — Studied alge- 
bra. — Gathered horse-tail. The stem 
is composed of joints or nodes; It is 
grooved. The scales are arranged in 
a whorl. The fruit is a spike. — Dis- 
cussion of mutes. — Worked problems. 
— Worked out the details of Peran- 
Wesa’s tent. — Read in library. Ora 
Augustine sang "Illinois” at general 
exercises. 

April 15, Luke 18:1, Psa. 17:8. — 
Studied algebhra which is rich in 
thought. It is taught from the stand- 
point of the teacher. — Noticed the mo- 
tive of Sohrab to find his father. He 
has never met him and now in anx- 
iety he makes his quest. — Copied a 
consonant chart Miss Lucas gave us. 
— Studied in Bergen’s Botany.' — Work- 
ed problems. Miss Hartman is teach- 
ing us the psychology of number. — 
Read poem. James, Ada and Wendell 
Goodspeed came up to see me. 

April 16, Ps. 17:8. — This week we 
had Topic II. Define education as the 
work of the teacher. Dr. Cook is an 
excellent instructor. — Algebra up to 
date. — Drew a cell of starch found in 
cotyledon of a bean seed (highly mag- 
nified). — Studied consonants. — Arith- 
metic done up to date. — We are 


watching Sohrab’s dangerous position 
and fearing Rustum. — Drawings hand- 
ed in. — Time in gymnasium. 

April 17. Eph. 2:13. — Prepared les- 
sons. Went to McKnight’s and Cur- 
en’s book stores for supplies, certain 
sized paper, etc. Normal is a pretty 
town in the early spring. The pret- 
tiest view is across the campus, show- 
ing the tower of the court house in 
the distance. Wrightonian program 
in the evening. 

April 18, Psa. 63:1. — Attended us- 
ual church services. In the afternoon 
I recited poems I have memorized for 
a long time. The sunsets are not 
particularly bright here, but there is 
a soft opaline light that is very en- 
trancing. 

April 19, Ps. 147:6. — Father’s birth- 
day anniversary. Like Sohrab I am 
anxious to see my father to-day. Stud- 
ied algebra.— Read in Bergen’s Bot- 
any. — -Worked on momentary and 'con- 
tinuous sonants. — Solved problems.— 
After line 515 the sun is cruel. We 
feel it so. The light deepens the sor- 
row. The gloom is a symbol of fate, 
and the wind a symbol of mystery. 

April 20. Rev. 22:11. — Miiss Mar- 
cella Cuddy of Peotone who boards 
at Goodspeed’s came in to call. Stud- 
ied algebra. — Obtained a beautiful 
blue color by the chemical change of 
iodine and starch. — Practiced momen- 
tary and continuous surds. — Miss 
Hartmann is an artist in presenting 
numbers. In the poem we have situ- 
ation after situation where peace and 
revelation might have taken place. 
Arnold’s poem on ‘‘Resignation” is 
applicable here. — Read in library, 
Miss Milner is so helpful. 

April 21, John 14:1. — There is a 
little McMurry girl, named Ruth, with 
a profusion of bright hair, who is very 
sweet and dear. — Studied algebra. — 
Examined the grains of starch found 
in a bean-seed under the microscope. 
They resemble minute eggs and are 
oval in shape. I dropped iodine and 
the starch grains changed shape and 
size. — Read poem for Miss Lucas- 
Studied arithmetic. — Read ‘‘Sohrab 
and Rustum.” 

April 22, Matt. 3:8. — Studied alge- 
bra. — Made a study of seedlings. — List 
of words marked diacritaically.— All 
problems handed in. — Line 580. Soh- 
rab affirms that he is Rustum’s son. — 
Miss Colby assigned our work; Ar- 
nold’s ‘‘Sohrab and Rustum,” “George 
Eliot’s” “Silas Marner.” Wordsworth’s 
Earlier Poems; and at home either 
Tennyson’s ‘‘Idylls of the King.” or 
Scott’s “Waverley;” and a paper on 
one of them. 

April 23, Psa. 4:6.— This week we 
had Topic III. The definition sug- 
gests what principle is fundamental. 
What is the universal law of growth? 
Self-activity. We recite twice a week 
in this class. — Studied algebra. — Made 
a study of roots, and their uses of 
absorption, support and storage. — 
Readings from Irving. — Solved prob- 
lems. — Read poem through. 


April 24, Genesis 49:18. — This is the 
anniversary of my birthday. Pre- 
pared lessons; wrote letter home. 
Wrightonian society. 

April 25, Psa. 130:7. — Attended us- 
ual church services. Repeated poems. 

April 26, Eph. 1:7. — Studied alge- 
bra. Our class took a pleasant walk 
on the campus under the direction of 
Mr. Colton, and observed box-elder, 
birch, Norway maple, pine and lin- 
den. The campus is a wonder-world. 
— 'Miss Lucas discussed enunciation; 
reading from Irving. — Lines 606-622 
contain a beautiful lament in Sohrat 
and Rustum. I have begun reading 
“Waverley.” — We sang “Addison” at 
general exercises. 

SONG. 

Where Lillian lies dreaming 

The mosses creep and twine, 

The iris flags are streaming 

Oer wild sweet columbine. 

I mourn in the moon’s pale beaming 

The love that once was mine. 

SONG. 

The wavering trail of the buffalo 

As the file at the low stream scatter. 
The Indian tepee stands near by 
The prairie, dogs climb to sage bush 
high 

And they nibble and play and chat- 
ter. 

The wandering winds through the 
cacti blow. 

April 27. 2 Chron. 14:11. — Grand- 
mother Bradstreet’s birthday anniver- 
sary. Studied algebra. — Examined the 
mushroom under, the microscope. The 
spores are very clearly seen. — circular 
bodies somewhat longer than round, 
and of a brownish hue. — Studied sim- 
ple and compound sounds. — All prob- 
lems handed in up to date. Line 691 
has the time element to give added 
emphasis. Here is heart-break, agony 
and (horror. — (Continued “Waverley.” 
Contest! 

April 28, Psa. 73:28. — Studied alge- 
bra. — Made a study of Trilliium. — 
Special care in forming b. d. j. g. — 
Worked problems. — From line 700 the 
movement is slow. Sohrab speaks of 
comfort, hope, and new duties for his 
father. — 'Continued ''Waverley.” We 
sang “Nicea.” The school paper is 
“The Vidette.” W. S. Wells, is edi- 
tor-in-chief. Contest! 

April 29, 1 Pet. 4:19. — Studied alge- 
bra. — Directions for making a her- 
barium.-i-Practiced sounds. — Solved 
problems. — Ruksh intensifies the 
scene and seems humanized. At 
Ruksh’s cry we shudder because it is 
an unexpected turn, and the descrip- 
tion is so vivid. Handed in paper on 
Cooper to Miss Lucas. 

COOPER’S “THE LAST OF THE 
MOHICANS.” 

I plead to only a luke warm appre- 
ciation of this novel. There is too 
much journeying; two journeys are 
taken, and one peril after another 
peril follows until the reader gets as 
jolted as if he had carried the good 
news to Ghent. The great charms of 
Hawthorne, “George Eliot.” and Hugo 
are their repose and balance. Hester 
lives years in the little hut apart from 
her Boston neighbors; Romola moves 
slowly from place to place with dig- 
nified calm; even Cosette has placid- 


ity as she carries her doll, Catharine, 
and trudges at the side of Jean val 
Jean. But I get no sense of rest or 
restraint as the travelers encounter 
the perils of the wilderness, and find 
the scout well-known as "La Longue 
Carbine.” 

A ride is taken into the forest. The 
riders are Duncan Heyward, an offi- 
cer, and Cora and Alice Munro. The 
party is in charge of a guide who 
proves to be a deadly enemy of the 
father of the girls. He is wilfully 
losing the party in the pathless for- 
est, which is infested with Indian en- 
emies. The danger is very imminent. 

This is the plot. It is simple and 
exciting. Scott in Waverley and Dick- 
ens in A Tale of Two Cities, have 
made much of dangerous rides as a 
means of keeping up the reader’s in- 
terest. Suspense is made a power. 

The story has two parts, one be- 
ing chapters 1-14; and the other, 
chapters 14-33. The first seven pages 
of chapter IG show suspense. 

The central character is Long Knife. 
This character under different names 
is Cooper’s great contribution to our 
literature. 

Natty Bumpo is as real as Rip van 
Wlinkle, Ichabod Crane or Hosea 
Bigelow. 

The three characters which repay 
study are Hawkeye, Uncas, and Chin- 
gachgook. 

The scenes are laid in New York 
state and the time is that of the 
French and Indian war. (1759-1763). 

The foreground characters are 
Magua, with a group consisting of 
two sisters; and a group consisting 
of two Indians, Uncas and Chingach- 
gook. 

The background characters are me, 
father of the two sisters; an oflicer; 
Delawares; several Indians; Duncan 
Heyward. 

The devices of surprise become 
wearisome at last; the foreshadow- 
ing grows thin and the reader expects 
the outcome; the accident is prevent- 
ed too often. 

The incidents hurry, as, see in chap- 
ter two, the riders grow more anxious 
suspect their guide; and take meas- 
ures for precaution; meet the famous 
scout, and his faithful Delawares. 
Scott would have drawn these steps 
out at full length, as he did, in ‘'Wav- 
erley, ” Dickens would have given four 
separate miniatures. You recall how 
slowly he has ‘‘David Copperfield” de- 
velop scene by scene. 

As to his Indians, they are story- 
book Indians. Schoolcraft and Long- 
fellow have made a greater study of 
the Indians. Parkman had an under- 
standing of them which was vital. 

If chapter X was only one suspense 
the reader would enjoy it, but it is 
later crowded out by other and still 
other thrilling suspense-situations. 
The party fall into the power of their 
enemy again. They go on a perlious 
journey as his prisoners. 

The rescue of Duncan in chapter 
XI is highly improbable. 


The historical part of the story is 
the best. As I recall Parkman’s de- 
scriptions of the times and country, 
Cooper seems to agree with him. 

Id Chapter XII there is little inci- 
dent and yet the reader gets no sense 
of repose. This repose is a peculiar 
gift of great writers. How calmly 
Sidney Carton goes on his farewell 
walk through the Parisian streets! 
The party of Duncan. David, and the 
two young women are saved; refresh- 
ed by water and venison; and go on 
their way toward the fort which is 
their destination. The commander of 
this fort was Major Munro, the fath- 
er of two heroines. Cooper thought- 
fully lets the travelers regain their 
guns. 

Knowing Indians by tradition, it 
seems improbable that the party 
should be saved at the burial house, 
for the Indians would have smelled 
the horses and detected the presence 
of the men. All the sagacity and cun- 
ning of the Indian nature is given to 
the Mohicans with the scout, and 
none to the Hurons. Neither Black 
Hawk at Dixon, Shabbona at DeKalb. 
nor Keokuk at Rock Island would 
have let such a party escape. 

The scene in the fog where the en- 
tire party are saved in a shower of 
bullets seems improbable. 

I think this story is double. The 
first part is the journey to the fort, 
and the second is the journey under- 
taken to recover the young women. 

The surrender of Fort William 
Henry to Montcalm is vivid. The 
young women escape from the Indian 
massacre. This does not puzzle me as 
much as how in chapter XVII,, the 
same party get together all of them 
unharmed; the search for the missing 
girls begins anew. That they find 
traces of the captives and follow 
them northward into Canada is natur- 
al. Searching parties were often sent 
all along from Maine and New York 
boundary lines into Canada, on pur- 
suit of captive whites. 

The night-scene in the deserted 
fort is one of Cooper’s best efforts. 
This scene has a haunting charm. 

The young Mohican, Uncas, a Dela- 
ware, evinces many proofs of unus- 
ual sagacity, and kindliness of heart. 

Cooper’s device of suspense grows 
irksome, for the party journey on. The 
reader tires of the continual move- 
ment and shifting of scene. 

In closing I feel that there is thrill- 
ing action; an action which is here a 
stronger method of characterization 
than is direct speech; but I find no 
thought analysis. 

The end is tragic, the deaths of 
Cora, Uncas and Magua, do not come 
from the inevitableness of the story. 

Do I like Cooper? Yes, it would be 
a pity to lose him from the Knicker- 
bocker school. 


April 30, Prov. 3:17. — This week we 
had two class periods in pedagogy. It 
is a rare opportunity to be in this 
class. Topic IV. At what age does the 
child enter school Studied algebra. 


— Continued study of the mushroom. 
— Practiced making sounds of p. t, 
ch, k. — Drawings handed in. — Time in 
gymnasium. — Solved (problems. — Line 
747 has great yearning. All April as- 
signments handed in. Contest! 

May 1, Chron. 16:35. — Prepared les- 
sons; read in “Waverley”; wrote let- 
ter home. The students went on an 
excursion to Mackinaw Dells where 
there are fields of wildflowers. Con- 
test at Emporia, Kansas, of the Inter- 
state League of State Normal Schools 
composed of the states of Illinois, 
Iowa, Wisconsin. Missouri, Kansas. 
Chester M. Echols speaks for us on 
“The Destiny of Religion.” 

May 2, John 5:39. — Attended usual 
church services. Repeated poems. 
Sang hymns. 

May 3. Matt. 28:20. — Studied alge- 
bra. — 'Made a study of stems. — Diph- 
thongal vowels. — Worked problems. — 
Sohrab gives directions for his burial, 
in which he desires to be known as 
Rustum’s son. The author thus tells 
us what really happens. — Read in 
•‘Waverley.” — Looked up legends of 
the Holy Grail. — We won third place 
at the contest in Kansas. 

May 4, Acts 3:19. — Studied algebra. 
Made a drawing of a pistillate flower 
of box-elder. Observed a curious lit- 
tle plant called the Dutchman’s Pipe; 
a butter-cup which grows in water; 
a meadow-rue. We took a pleasant 
walk on the campus. The foliage is 
denser. The staminate flowers on the 
box-elder were just ready to fall off. 
Studied vowels. — Solved problems. — 
Read poem. 

May 5, I Pet. 1:18. 19. — Studied al- 
gebra. The beautiful larch trees are 
delicate and airy. Compared the two- 
leaved Scotch pine with the five- 
leaved White pine.— Study of diph- 
thongs. — Solved problems. — Lines 825- 
6 are full of mournfulness; lines 828-9 
have a prophecy.— Studied the com- 
plex dandelion. 

May 6, Matt. 14:30. — Studied alge- 
bra. — Observed the hollow-stemmed 
Mertensia whose flowers are up-borne 
on a long, purple peduncle. — Solved 
problems. — 'Lines 860 and on. show ut- 
ter loneliness and desolation. Line 895 
expresses peace. — Read “Waverley.” 

May 7, 2 Cor. 8:9. — This week we 
discussed Topic V. “How do words 
get meaning?” — Studied algebra. — 
The river becomes almost a human 
thing, and we take it as a type and a 
picture of life The river resembles 
life, and the Aral Sea. eternity. The 
poem ends very beautifully with the 
description of the river Oxus, and the 
new-bathed stars. — Handed in papers, 
drawings and problems up to date. 

May 8, Psa. 34:6. — Prepared les- 
sons. Purchased “George Eliot's” 
“Silas Marner.” Wrote letter home. 
The Sapphonian society is for the im- 
provement of the young women. 

May 9, Phil. 1:21. — Attended usual 
church services. Recited poems. 

May 10, Prov. 27:1. — Studied alge- 
bra. — Made a drawing of the stami- 
nate and pistillate spike of a sedge. 


The stem is triangular. — Made a 
list of words to . mark and pro- 
nounce. Rapid oral drills. — The 
first long paragraph of “Silas 
Marner” shows the superstition of the 
peasantry about strangers. Chap. I 
Talk of the Spinnerrs. Looked up 
idylls in the library 

May 11. Matt. 8:25. — .Studied alge- 
bra. — Continued study of sedge and 
Egyptian papyrus. I gathered shep- 
herd’s purse on University street. — 
List of words to mark and pronounce. 
— Problems. Began biography of 
“George Eliot.” — Looked up scenes of 
the idylls. 

May 12, Hab. 3:17, 18.— Studied al- 
gebra.— This is a sad day, the anni- 
versary when little Dollee died. — Talk 
about wood. — Chapter II. How Silas 
Became a Miser.” Spinning becomes 
an end in itself. — 'Problems handed in. 
— We must learn Hood’s “The Bridge 
of Sighs” for Miss Lucas. 

May 13, Psa. 18:28. — Studied alge- 
bra. — Examined another sedge which 
is larger. Also the staminate and pis- 
tillate flowers of the mulberry. Mr. 
Colton brought the flowers from his 
own lawn and said that he sacrificed 
them to science. — Word list. — Work- 
ed problems. — Read the introduction 
to the family of Squire Cass. 

May 14. Prov. 3:11, 12. — This week 
we had Topic VI, “How long have 
public schools existed in Illinois?” 
They began in 1855 in Illinois. Sketch 
of Richard Mulcaster. — Studied alge- 
bra.— Further talk about the wood, 
pith and bark. — Drill on Dickens’ 
“The Ivy Green.”— Drawings handed 
in. — Worked problems. — I noticed that 
there is no home life at the Squire’s 
house. 

May 15, Matt. 20:31. — Studied les- 
sons. Wrote letter home. This is the 
anniversary of grandfather Brad- 
street’s death. 

May 16, Jas. 1:17. — Attended usual 
church services. Recited poems. Pass- 
ed the usual quiet day. Anna Dow- 
ney spoke. She said ‘‘Our God comes 
down where people are.” 

May 17. 2 Cor. 5:21. — .Studied alge- 
bra. — Made a drawing of the carpel 
scale from the cone of a Scotch pine. 
The class enjoyed a walk on the cam- 
pus, and examined the pine trees, es- 
pecially the very large rough, Aus- 
trian pines.— Word list. — Handed in 
problems. — Copied paper to “hand in” 
to Miss Colby. — Godfrey Cass is a 
moral coward, deceptive, weakly and 
dishonoroble, but not fickle. 

May 18, Matt. 1:21. — Studied alge- 
bra. — Studied the Scotch pine. I cut 
off the leaves of a white pine, and at 
the base I had a cross section, cylin- 
drical in shape, having five parts each 
shaped as one division of a pie, cut 
in five pieces. — Word list. — Handed in 
■problems. — Some review of “Daniel 
Deronda.” 

May 19, 2 Cor. 5:20. — Studied alge- 
bra. — Studied in Bergen’s Botany. — 
Word lists. — Solved problems. — In 
chapter IV, action springs from char- 
acter and opportunity. — Growing 
homesick. 


THE BELLS OVER MOSCOW. 


Suggested by Dr. Talmadge’s lec- 
ture, extracts of which were repeated 

to me by enthusiastic students. 

List! The bells over Moscow are peal- 
ing and ringing, 

From the glimmering height and 
the gilded tower. 

And above, and below, and around her 
are swinging 

In the silvery vesper of sunset hour. 

Ho! the ringers leap in their exulta- 
tion 

Hark! the chimes play on in theiv 
jubilation 

Till the city doth seem to her marvel- 
ing people 

A Czarina of light on a Slavic 
throne. 

Then a black-witch climbs up to the 
furthermost steeple 

Where she shrieks in the echo, 
“Napoleon!” 

List! the golden-throat bells, List! 
the mellow bells ringing 

From the mosque and the plaza and 
belfry tower, 

In the ringing and singing and melody 
springing 

To the fairy-like dances of elfin 
bower. 

List, O, List! to young Love in his 
exclamation, 

He is singing and singing his heart’s 
adulation, 

Till the song is the voice of the lis- 
tening people 

They are pledging their hearts in 
the whispered tone. 

Then a black-witch climbs up to the 
furthermost steeple 

Where she shrieks in the echo, 
“Napoleon!” 

List! a marvelous music the bow bells 
are bringing 

From the thundering chords and 
the high lone tower, 

Where a thousand and one are the 
choral bells swinging 

To the life and the light of the 
sunset hour. 

Hark! the bells ring out in their 
salutation. 

And the changes are rung in their 
adoration, 

Till a psalm it doth seem to the wor- 
shipping people 

To ascend on a harp of transcend- 
ent tone, 

Then a black-witch climbs up to the 
furthermost steeple 

Where she shrieks in the echo, 
“Napoleon!” 

Hark O hark ringers, list and O list, 
No more ringing 

At the silvery vesper of sunset hour. 

Lo! a hand on the rounds up the lad- 
der is springing 

With the bat and the owl to the bel- 
fry tower, 

Hark! a cry rings out o’er the deso- 
lation, 

And a wail sinks low in the lamenta- 
tion, 

For the city bereft of her wandering 
people 

In the ash and the flame is van- 
quished and lone. 

Then a black-witch climbs up to the 
furthermost steeple 

Where she shrieks in the echo, 
“Napoleon!” 

Normal. 111., May, 1897. 


THE NEW YEARS OF 

“SAINT THOMAS.” 


I. 

April, 1897. 

It was the April-time, and spring, 

I stood beside the fast-closed gate, 
As one who had been taught to wait 
In silence when his soul would sing. 

The stately trees were leafing out 
The grass upon the southern slope 
Was greening; where the crocus 
ope 

And hail the sunshine with a shout. 

He came not, and no word was said; 
And I, who prattled at his feet 
First words in infant accents sweet, 
Could speak no language of the dead. 

But all around in light and cheer 
Awoke the warbling song of bird 
As one who harkens oft hath heard 
The waking of the spring’s new year. 
II. 

January 1 1895. 

It was the Christmas-tide, and past 
A few brief days, and all was o’er, 
He stood upon the silent shore 
And watched the nearing of the mast 

From out the white and wintry sea. 
The phantom barque sailed down 
the gale 

At helm and wheel the boatmen 
pale 

And the far port eternity. 

The gentle schoolman took his place 
As one outbound to foreign land, 

A last salute from waving hand 
A last sweet smile upon his face. 

And there was nothing dark or drear 
In that strange voyage o’er the tide. 
We spoke not that our friend had 
died 

But that he kept God’s glad New Year. 
III. 

June 22 1897. 

They have come back to walk again 
The olden path, the stately hall, 

I hear them as they stand and call 
Their boyish names, these bearded 
men. 

They speak his name, he answers not. 
Nor falls his shadow down the hall, 
Yet is his presence blessing all 
In each remembered hallowed spot. 

And, when gay Corydon doth tell 
To Phyllis on the moonlit path 
That the white chivalry he hath 
The absent schoolman taught him 
well. 

While student ranks in love revere 
His saintly leadership of Youth 
To the white vision of the Truth, 

He hath Time’s endless glad New 
Year. 

Normal, June 22, 1897. 

The normal’s “Saint Thomas” was 
Professor Thomas Metcalf who died 
January 1. 1895. The schoolmen re- 
turned for the Fortieth anniversary 
of the Normal school, June 22, 1897. 


May 20- John 10: 14.— Studied Alge- 
bra. — Studied Bergen’s Botany. — Word 
lists reviewed. — Read chapter V in 
“Silas Marner.” 

May 21, Hab. 3:2. — This week we 
studied Topic VII, “Who was the 
greatest eduucational reformer of the 
seventeenth century?” Comenius. 
Orpha Fisher, number ‘'92“ in peda- 
gogy class, is a pleasant classmate. 
She lives here at Normal. My class 
number is “93.” Jennie M. Marsh, 
number “94” lives at Monmouth. 
Thena E. Miller, number “95” lives at 
Tuscola. — Studied algebra. — Studied 
botany. — Reading in American liter- 
ature. — Some study in the psychology 
of number. — Continuing “Silas Mar- 
ner” the illogical conclusion makes 
this chapter funny. The source of 
the comic is a difficult problem to 
solve. — We are to read C. E. Everitt: 
‘‘Poetry, Comedy, and Duty.” 

May 22, Zeph. 3:16.— The faculty 
read “As You Like It” in Normal Hall 
to a delighted audience. — Prepared 
lessons, wrote letter home; got a box 
from home which we enjoyed. 

May 23, Joel 2:13. — Attended usual 
church services. Recited poems. Went 
to Y. W. C. A. at three o’clock. Took 
a walk with a party of “Y” girls I 
shall soon finish reading the Bible 
through seven times. 

May 24, Psa. 115:11. — Studied alge- 
bra. — Studied botany.— ^Reading in 
American literature. — Solved prob- 
lems. — Read in “Silas Marner.” — Read 
in library. Miss Myrtle Fairchild is 
president of the Y. W. C. A. 

May 25, Psa 51:10. — Studied alge- 
bra. — Study of leaves. I put a piece 
of the inner surface of a lilac leaf un- 
der the microscope. The epidermal 
cells lack green. — Drill in poems and 
phonics. — Worked problems; repeated 
theorems.— Read through chapter VII 
in “Silas Marner.” 

May 26. Phil. 4:6. — Studied alge- 
bra.— ^Further study oi leaves. — Drill 
on consonants. — Workeu problems. — 
Read chapter VIII in ‘‘Silas Marner.” 
Reding in library. 

May 27. Acts 5:21. — Studied alge- 
bra. — Compared leaves. — Reading. — 
Problems. — Chapter IX, the squire 
lacks sympathy and intelligent in- 
sight. 

May 28, Matt. 5:16. — This week we 
discussed Topic IX, What was the 
new method? What is induction? — 
Studied algebra. — Reading. — Prob- 
lems. — All work handed in. The 
month’s drawing, gymnastics, (prob- 
lems, word-lists, papers all in. — Chap- 
ter X, the feeling that people meant 
to be kind to Silas was the first of 
his heart becoming softened. — Here 
was a reason why Silas should care 
for his fellow-beings, an expectation 
that they might help him. 

May 29, I John 5:10. — Prepared les- 
sons; wrote letter home. Carnival in 
Bloomington. The Normal band rep- 
resented Uncle Sam and his family. 

May 30. Matt. 16: 27.^Memorial 
Day. Patriotic services. Attended 
church services as usual. 

May 31, Matt. 16:26, Phil. 3:8. 9.— 
Studied algebra, botany, American lit- 
erature numbers and read in “Silas 
Marner” and in "Waverley.” Very 
quiet day. Sang patriotic songs. 

June 1. John 6:34. — Studied algebra. 
— Studied properties of protoplasm; 
the life of the cell. — Reading. — Prob- 
lems.— Chapter XI, Nancy Lamiter is 
a woman of strong will. She in con- 
scientious, firm and neat. 

June 2, 2 Cor. 5:19.- — Studied alge- 
bra. — Discussion of combustion, rust- 


ing. oxidation. — Mr. Wiakeland made 
an experiment and found that a leaf 
sent off 9 drachms of water in 65 
hours. Leaf area is 29 sq. in. — Read- 
ing. — Problems. — Chapter XII. Silas’ 
blindness here works out good, al- 
though before it worked out evil. 
Chapter XIII shows the circumstan- 
ces pressing upon Godfrey, making 
his temptation greater. Godfrey re- 
gietted more the consequences of the 
act than the act itself. I get out of 
patience with Godfrey. 

June 3, Luke 11:10. — Studied alge- 
bra. — Read in botany. — Readings. — 
Problems.— Chapter XIV. XV, XVI. 
The story develops fast. — Reading in 
library. 

June 4, Titus 3:&. — We had Topic 
X this week, “Comenius’ fundamental 
principle.” His book ‘‘Orbis Pictus.” 
We have two recitations a week, and 
finish one topic. — Studied algebra. — 
Word drills, Problems for the week. — 
Finished ‘‘Silas Marner.” I bad read 
“Daniel Deronda” before. Reading 
in library. Handed in paper to Miss 
Lucas “The Schoolmasters of Irving 
and Whittier.” 


THE SCHOOLMASTERS OF 

IRVING AND WHITTIER. 


Irving’s portrayal of Ichabod Crane 
is fine. It is said that travelers act- 
ually look for the schoolhouse; Icha- 
bod is a character so truly genuine 
that he seems to have been historical. 
Whittier’s schoolmaster has no per- 
sonality but Irving’s schoolmaster is 
a character, and he belongs to Sleepy 
Hollow, and forsooth, Sleepy Hollow 
must be on the map. 

Not all the detail about the charac- 
ter of Ichabod Crane is essential to 
the story. But it is justifiable, be- 
cause it gives both personality and 
locality. The grotesque absurdity of 
ichabod prepares us for the climax. 
Also for the supernatural end of the 
story explained by the reference and 
hints of the Headless Horsemen. 

The schoolmaster of Dicken’s story, 
who taught little Harry, and who lov- 
ed all his pupils; who smiled at the 
shout they made on their half-holi- 
day, is a type of the New England 
schoolmaster, transplanted, and not 
being allowed to keep his own little 
house and garden, wearily “boards 
around.” 

The schoolmaster in “Immensee” 
who punished dear Elizabeth for miss- 
ing her lesson, and who angered the 
bold Reinhart, is a type of Whittier’s 
‘‘boarding” schoolmaster. Ichabod was 
unique. 

The schoolmasters of Whittier, 
Dickens, and Sturm were types, but 
Irving’s was a character, separated 
from his office as an educator. He is 
more than a teacher; he is the teach- 
er of Sleepy Hollow, and as I said 
before, forsooth, Sleepy Hollow must 
be on the map. 

From a psychological standpoint I 
like to compare the four able charac- 
ter — sketches. Irving’s is the most 
vital. 

1. — Personal appearance of each 
teacher. Whittier’s schoolmaster had 
“a laughing face.” The impression he 
made was of one wisely schemed. 

1. — .Ichabod was “tall, but very 
lank, with narrow shoulders, long 
arms and legs, hands that dangled a 
mile out of his sleeves, and feet that 
might have served as shovels. His 
head was small, with huge ears; large 
glassy eyes, and a long snipe nose.” 


The impression he made: "To see 
him striding along the crest of a hill 
on a windy day with his ill-fitting 
clothes fluttering about him. one 
might have mistaken him for some 
scare-crow escaped from a cornfield.” 

2. — Their dispositions: 

Whittier’s schoolmaster was play- 
ful. 

Ichabdd was the companion and 
playmate of the older boys; he was 
happy, too, in the smiles of all the 
young ladies. He would walk with 
them in the church yard, between ser- 
vices on Sundays gathering grapes 
for them from the wild-vines that over 
run the surrounding trees; or saunter- 
ing with a whole bevy of them along 
the banks of the adjacent mill pond; 
— to pass long winter evenings with 
the wives — as they sat spinning by 
the fire with a long row of apples 
roasting and sputtering along the 
hearth. He listened to their won- 
drous tales. 

3. — The stories they told: 

Whittier’s schoolmaster told le- 
gends. 

Ichabod would entertain them with 
stories of witchcraft, and would fright- 
en them with woeful speculations 
about comets and shooting stars and 
by telling them that the earth did 
really move. 

4. — How they each eked out a liv- 
ing. 

Whittier’s schoolmaster early gain- 
ed the power to pay his self-reliant 
wav. 

While Ichabod helped the farmers 
in the lighter labors of their farms, 
raked the hay at harvest time, mend- 
ed the fences, took the horses to 
water, drove the cows from pasture, 
and cut wood for the winter pupils. 

5. — How they punished their pupils. 

Whittier’s schoolmaster was a 

wielder of the birch. 

Ichabod held “in his hand a ferule, 
that scepter of despotic power; the 
birch of justice reposed on three nails 
behind the stool, a constant terror 
to evil doers — those who were slow 
were hurried along by a smart ap- 
plication of the rod.” 

Comparison shows that Whittier’s 
schoolmaster is a type, while Irving’s 
is a personality. The former was cne 
of many teachers; but the latter was 
a distinct character belonging by his 
superstitions to Sleepy Hollow. 


WAVERLEY. 

As I have followed Waverlev, the 
youth of circumstance, from Wave’-- 
ley-Honour. to Tully-Veolan, Glenna- 
quoich, Holyrood, Clifton, London, 
back to Scotland and at last to his 
English home; I have seen the clans 
banded under chiefs, robbers held in 
obedience, a system of blackmail lev- 
ied, the abject servitude of the peas- 
ants, the prevalent ignorance, and the 
petty warfare. Virtue is low. justice 
blinded and law unknown. 

The historical characters are im- 
posing; the prince, Gardiner and Tal- 
bot are strong and true. It is when 
the author’s creative hand is felt 
molding the characters that I miss 
depth, analysis and psychical insight, 
— the heart-break of Rustum, the mas- 
tery of Esmond, the life-quiver of 
Maggie by the Floss. The heroes and 
heroines seem staged for drama. 
Waverley is made beautiful with cul- 
ture, romance, innocence and youth, 
but an arrangement of positions for 


him to occupy makes him insipid. 
Maclvor is a chieftain on a crag, to 
whom Flora is a propelling force. He 
cannot descend into real life. 

The delineation of peasantry is 
strong. Janet, loyal to the Laird; 
Davie, the innocent; Saunderson; the 
Ichabod inn-keeper; the mountain- 
child Alice; Houghton, true to his 
Squire; the wily Callum Beg; the gos- 
sipy Widow Flockhart and faithful 
Maccombich. 

The scenes which come to mind 
when the book is re-opened are the 
child Waverley in the library, the eve- 
ning before Preston-pans. the Cateran’s 
cave, the escape to Holyrood, the 
feast of Mac-Ivor, the presentiment to 
Fergus; his trial, and execution; the 
skirmish at Clifton; the home-life of 
the Talbots; the hiding of Bradwar- 
dine. and the future of Rose at Wav- 
erley-Honour. 

Scott’s center of interest was ro- 
mance touched with beauty of his na- 
tive land, and ours coincides with his, 
as he puts upon canvas the veterans 
of the up-risings; and preserves those 
sturdy Scots since become extinct. 

A struggle is observable at several 
stages of the story, as honor actuated 
Scott although portraying Waverley 
rebelling against established govern- 
ment, and precipitating civil strife. 
Conservative and aristocratic by in- 
stinct, while Tory and Episcopal in 
conviction, Scott sounds the Vox Hu- 
mana above struggle. It reconciles 
classes, vitalizes thought, and ener- 
gizes records. 

Scott is free from mannerisms. His 
fertility is remarkable, and to keen 
discrimination he adds vividness of 
detail. His style is pictueresque and 
diction pure. His touch glows with 
fervor. He is slow in beginning, rap- 
idly careless in ending, describing ac- 
tions. not characters. Scott gives us 
a simple language for prose, as 
Wordsworth does for verse. 

Men and women stalk down the 
paths of time, eyes flash, voices ring, 
and hearts throb, for the wand of the 
Wizard of the north has re-vivified 
them. The reading of the novel seems 
like a tour in Scotland, the rivers, 
forests and mountains stretching 
away in the distance, and the Tweed 
sineing at my feet as it sang by Ab- 
botsford. 

June 5, Luke 12:40. — Prepared les- 
sons; went shopping in Normal; 
wrote letter home. 

“Hippity! Hippity! Hippity! hop! 
Normal! Normal! right on top, 

Hippity! Hippity! Hippity! whoop! 
in the soup.” 

Normal Yell. 
June 6, I Thess. 5:17,18. — Attended 
usual church services. As is my cus- 
tom. recited poems. The Sabbath days 
are about the same. There is men- 
tion of Prof. Thomas Metcalf who 
died Jan. 1, 1895. His work and life 
are not forgotten. 

June 7, Gal. 5:16. — Studied algebra. 
The pushing power of a soft growth 
is very great— Readings.— Problems 
Read Wordsworth’s shorter pooems. — » 
Finished “Waverley.” 

June 8, I John 2:28. — Studied alge- 
bra. — Studied about pollen-carriers; 
bees are favorite carriers. — Readings 
Problems. — Began the study of 
“Michael.” — Studied the history of 
England under the Stuarts. — The gym- 
nasium room is 40x90x28 ft. It is well 
equipped. 

June 9, John 14:24.— Studied alge- 


bra. — 1 saw the jointed blue hairs in 
the flower of the common spider-wort 
under the microscope. It consisted of 
single rows of cells placed end on end. 
This experiment proves that proto- 
plasm can move. It is a beautiful 
sight, the bright, blue color being 
plainly visible. This hair is on the 
filament of the stamen. — Readings. — 
Problems. — Michael” is handed in. 

June 10, John 14:27. — Studied alge- 
bra. — Examined rye. The flower is a 
spike and is made up of spikelets 
which are flattened at right angles to 
the plane. I recited about bamboo. 
Each member of the class read spec- 
ially about some grass. — Word drills. 
— Read “Michael” to line 304. — Read- 
ing in library. 

June 11, Johon 15:8. — This week we 
examined “Orbis Pictus” and discuss- 
ed the plan to represent objects by 
pictures. — 'Studied algebra. — Studied 
botany. — Finished “Michael.” — Hand- 
ed in word-lists. — Handed in problems, 
drawings and papers. — I have read 
Emile by Rosseau and Leonard and 
Gertrude by Pestalozzi, for the peda- 
gogy assignment. The editors of the 
Index are W. S. Welles, John C. Hall, 
George W. Hunt, assisted by Eliza- 
beth Hall. Mary Fletcher, (she has 
my mother’s name) Alice Sikkema. 

June 12, John 15:9. — Saturday’s us- 
ual routine; prepared lessons; wrote 
letter home. — I went across the street 
and helped Luella Veatch mount her 
specimens. She is too ill to finish 
her herbarium. 

June 13, Joohn 15:16. — Attended us- 
ual church services; recited poems. 
Sang hymns, enjoyed a pleasant walk. 

June 14, I John 2:12. — Studied alge- 
bra. — I saw a bundle of canes from a 
southern cane brake. The cane re- 
sembles our corn and sugar-cane. The 
stems are jointed, cylindrical, and yel- 
lowinsh in hue They are from seven 
to ten feet high. I handed in my her- 
barium of twenty-five specimens: 
grass, moss, fern, weed, sedge, horse- 
tail monopetalous and polypetalous 
plants. — Readings t — Problems. 


SOURCES OF “THE IDYLLS 

OF THE KING." 

Lord Tennyson’s first source for his 
masterly epic “The Idylls of the 
King.” was “The Mabinogion” from 
the Welsh of the Llyfr Coch O Her- 
gest, Translated by Lady Charlotte 
Guest; in the preface of the 1838 edi- 
tion of which it is stated, “So greatly 
do these Mabinogion differ in charac- 
ter, that they may be considered as 
forming two distinct classes, one of 
which generally celebrates heroes of 
the Arthurian cycles, while the other 
refers to personages and events of an 
earlier period.” 

The poet’s second source was “Mor- 
te Darthur,” Sir Thomas Malory’s 
Book. Of this there are several edi- 
tions, Sir Edward Strachey’s work of 
1876, being the ore used in this study. 

These two great sources are listed 
in the memoir of the author by his 
son Hallam Tennyson. The above 
mentioned works were the direct 
sources it is true, but back of these 
was the legend of the past. Wright 
tells us that “the origin of the cycle 
of romances which have for their 
subject the adventures of King Ar- 
thur and his knights and which were 
during many ages so popular through- 
out nearly all the countries of Eur- 
ope appear to be involved in impene- 
trable mystery.” 

How much Tennyson is indebted to 
his readings in original Welsh I do 


not know. He may have read Rich- 
ards’ version in the original. 

Gurteen further suggests this ad- 
denda to the sources, “tiny germs of 
history; bardic poems of Wales and 
Brittany, locail traditions, and church 
legends.” 

I read Malory and sections of Lady 
Guest’s admirable book, but the Welsh 
stoiies I could only compare as to 
length, names, spellings, etc. As far 
as I am able therefore to judge Ten- 
nyson depended much upon Malory 
for story and Lady Guest for setting. 
The great epical idyll was woven out 
of the laureate’s abundant imagina- 
tion. While the reader will recall 
the “Iliad,” the “Odyssey,” the 
“Aeneid”; and again the “Kalevala” 
and the “Niebelunger Lied” yet there 
}s nothing in these idylls that can be 
pointed out as having been taken by 
Tennyson. 

Instead of the likenesses of the 
idylls to their sources, my compari- 
sons surprised me by the differences. 
After many of the sources are traced 
from the island to the continent and 
back again, and the stainings of tra- 
ditions cleared from the older history, 
there remains yet much legend that 
trails off into oblivion. Relying on 
the sources and on later additions for 
a foundation, the idylls remain a great 
and pracitcally original poem. No one 
but Tennyson could have written it. 

Three men of Sir Galahad’s brother- 
hood were connected by this epic, the 
poet-laureate, the prince consort to 
whom they were dedicated, and the 
king whose honor they sing — Gala- 
had’s brothers. Alfred, Albert, and Ar- 
thur. 

June 15, Joohn 16:23. — Studied alge- 
bra. Miss Hartmann is an artist in her 
teaching. — Reviewed work on the 
Stem. — Readings. — Problems. — Read 
“To The Cuckoo,” “She Was A 
Phantom of Delight,” “The Daffodils ” 
"Ode to Duty.” — Very warm weather. 
Interest begins to slacken. 

June 16, Rom. 5:2. — Studied alge- 
bra. — Studied yeast. — Readings. — 
Problems. — Very warm weather. — 
Read “To A Skylark,” Sonnets. — Pre- 
pared a paper on “Waverley” to hand 
in.— Reading in library. 

June 17, Joohn 17:3. — Studied alge- 
bra. — An apple is the thickened walls 
of the receptacle and the core is the 
pistil. The ovary is five-celled. The 
point of the seeds lies towards the 
stems to economize room. It is a sim- 
ple, accessory fruit. — Miss Lucas is 
enthusiastic in the reading class. — 
Problems. — Miss Robinson of Elgin 
came up and discussed her paper with 
me. — Reading Wordsworth’s poems. — 
Began reviews. 

June 18, 2 Tim. 1:12. — This week 
we examined another of the great 
books of Comenius, his ‘‘The Great 
Didactic,” which teaches that educa- 
tional methods should follow the or- 
der of nature. — Studied algebra. — 
Readings. — Problems. — Miss Colby 
read to us from Wordsworth. It was 
a rare treat. — All drawings in. — Re- 
views. 

June 19. Rom. 5:9. — Junior Class 
Night. 'Opera Comique” H. M. S. 
Pinafore; or, The Lass that Loved a 
Sailor. — Usual Saturday routine; pre- 
pared lessons; wrote letter home. Re- 
views for finale. A student across 
the way told me Mrs. Neighbour was 
dead. I had not heard the news, and 
wept in sorrow. How bright and hap- 
py she seemed at Dixon College and 
how interested in the students! 

June 20, Mark 5:36. — Attended us- 
ual church services; recited poems. 


The (lay is restful and sweet with 
peace. Sang hymns. Enjoyed a 
pleasant walk. 

June 21. Psa. 30:10. — Senior class 
night. Program. — duet, class song, his- 
tory, solo, pooem. solo, piano reading, 
violin Mr. John L. Cook accompanied 
by Miss Agnes S. Cook, prophecy, so- 
lo. scarf fantastics. Very fine. Re- 
viewed algebra. — Oral examination in 
botany; my topic: “Movement of min- 
eral water in trunk.” Mineral water 
is taken up by the disks at the end 
of the root-hairs and carried through 
the roots to the trunk by osmose. — Re- 
viewed phonics and lists. — Reviewed 
in numbers. 

June 22, Psa. 27:11. — Attention is 
now on finals and "passing.” Packing 
to send some things home. Celebra- 
tion of the fortieth anniversary of I. 
S. N. U. Four addresses by Gast- 
man, Burnham, DeGarmo, and Miss 
Sattley. There is a great deal of en- 
thusiasm manifested. 

June 23. Phil. 4:4. — There was a 
platform meeting: Dr. Edwards, Dr. 
Hewitt, Gen. Hovey, Dr. Brovill, Prof. 
James. Mr. Moulton, Miss Fitzwilliam 
and Mr. Cook’s relative Mr. Smith 
were on the program. I am to re- 
main for summer school; recite alge- 
bra and numbers to Miss Hartman; 
and review thoroughly for the state 
examination in Dixon in August. Ban- 
quet at five o’clock in Normal Hall. 

June 24, Rom. 5:11. — This has been 
a long, busy and warm day. The li- 
brary has 10,476 books and 3,100 pam- 
phlets. 

June 25. Rom. 8:35. — The Good- 
speeds go back to the country. — A 
new family take their place, and most 
of the students leave for home. 

June 26, 1 Thess. 5:19. — Reviewed. 
Solved problems. I wrote letter home. 

June 27, Rom. 6:18. — Anniversary of 
my parents’ marriage in 1866 in Chi- 
cago. Attended church services. — • 
Repeated poems, sang hymns. En- 
joyed a pleasant walk. 

June 28, Rom. 8:37. — The warm 
weather has settled down upon Nor- 
mal. Attended class. Reviewed four 
hours. — Solved problems. 

June 29, Psa. 2:12. — Attended class. 
Reviewed. — .Went shopping. Solved 
problems. 

June 30, 1 Cor. 3:22. 23. — Attended 
class. — Reviewed definitions. Solved 
problems. 

July 1, Luke 12:15. — Attended class. 
Reviewed. Solved problems. Letter 
from home. 

July 2, Psa. 27:9. — Attended class. 
Reviewed. Solved problems. 

July 3, Psa. 48:14.— Reviewed all 
day. I wrote letter home. Miss Cud- 
dy went to Miller’s Park with a 
friend. 

July 4. Psa. 32:11. — Attended church 
services. Repeated poems, sang hymns 
and ballads, enjoyed a long walk. 

July 5, Psa. 25:18. — Attended class 
Reviewed. Solved one hundred prob- 
lems in algebra. 

July 6, Jas. 5:13. — Attended class. 
Reviewed thoroughly. — Solved prob- 
lems. 

July 7. Lam. 3:39. — Attended class. 
Reviewed. Solved problems. 

July 8, Rom. 3:24. — Attended class. 
Solved problems. Reviewed. Letter 
from home. 

July 9, 1 Cor. 1:9.— Attended class. 
Solved problems. Reviewed. Mother 
mailed me two blouses Lula Buck 
had made for me. 

July 10, Psa. 36:8. — I wrote letter 
home. Reviewed all day, page by 
page. 


July 11. Psa. 36:10. — Attended 
church services. Repeated poems, 
sang hymns. Enjoyed a pleasant walk. 
The rest and change from study is 
grateful. 

July 12, 2 Cor. 5:15. — Attended 
class. Met the Misses Davenport on 
their way. Solved one hundred prob- 
lems. 

July 13, 2 Tim. 2:12 — Attended 

class. — Solved problems. — Reviewed. 
Met Miss Mize who is a teacher in the 
south. 

July 14, John 20:27.— Attended 
class. — Solved problems. — Reviewed. 
The normal campus is beautiful in its 
wealth of vegetation. Box from home! 

July 15. 2 Tim. 2:19. — Attended 

class. — Solved problems. — Reviewed. 
I had a pleasant chat with Halcyon 
Hussey who is ambitious to succeed. 

July 16, Heb. 7:26. — Attended class. 
Solved problems. — 'Reviewed. Met Ber- 
tha Lea Davenport a few moments. 

July 17, 1 Thess. 3:13. — I wrote 
letter home. Reviewed carefully. 

July 18, Matt.16 ; 24. — Attended 
church services. Recited poems. En- 
joyed a pleasant walk. Sang hymns. 
I have no piano here. 

July 20, John 3:36. — Attended class. 
Solved problems for speed. Timed my- 
self. Box from home! 

July 21. Col. 3:1. — Attended class. 
Solved one hundred problems for 
speed. Timed myself. Luella Veatch’s 
illness causes her people much anx- 
iety. 

July 22, Eph. 5:2. — Reviewed theor- 
ems in entire text. Attended class. 
Solved problems for speed. Timed 
myself. 

July 23, 1 John 3:23. — I miss the 
Goodspeed family who have gone back 
to their farm. — Solved one hundred 
problems in algebra. 

July 24, Psa. 32:5. — 1 wrote letter 
home. Solved one hundred problems 
in algebra. 

July 25, 1 John 3:24. — Attended 

church services. Repeated poems I 
know. Enjoyed a pleasant walk. Sang 
hymns. 

July 26. 1 Cor., 6:20. — Miss Hart- 

mann is an artist of a teacher. Solved 
one hundred problems in algebra. 

July 27, Psa. 46:2. — Mother’s birth- 
day anniversary. Reviewed defini- 
tions in entire text. — Solved problems. 

July 28, Psa. 62:8. — Review of defi- 
nitions; test problems. 

July 29, Jas. 4:6. — Review of thero- 
ems and definitions. — Fifty test prob- 
lems. 

July 30, Rom. 12:3.— Review of the- 
orems and definitions — fifty problems. 

Jilly 31. 1 Thess. 5:23, 24. — Severe 
work in review. 

Aug. 1, Isa. 45:22. — Attended usual 
church services. Very warm. It is 
restful and quiet after a week of se- 
vere review. Sang hymns, enjoyed 
Alice’s playing. 

Aug. 2, Matt. 26:41. — Heavy w r ork 
in review all day. 

Aug. 3, Heb. 13:8. — State examina- 
tion at Dixon. E. C. Smith is conduct- 
ing the work. 

Aug. 4- Rev. 3:21. — State examina- 
tion at Dixon. 

Aug. 5, Psa. 138:8. — State examina- 
tion at Dixon. Little Dollee’s birth- 
day anniversary. 

Aug. 6, 2 Cor. 9:6. — State examina- 
tion at Dixon. Under the heavy re- 
view and strain of the test, when I 
walk along the streets the branches 
of shrubs and trees seem to fold me 
in a great cffl'.m. The cool and quiet 
are grateful. 


DEPARTMENT OF 

PUBLIC INSTRUCTION. 


Springfield, 111., August 16, 1897. 
Miss Minnie Adella Helmershausen, 
Franklin Grove. Illinois. 

Dear Miss: — 

The Board of Examiners report 
your standing at the examination for 
State Teachers’ Certificates held at 
Dixon, August 3-6. 1897, in the sever- 


al branches, as follows: 

Average required 75 

Orthography 95 

Reading 89 

Arithmetic ....74 

Grammar 80 

Algebra 75 

Theory and Art of Teaching 93 

United States History 90 

Geography 87 

Geometry 76 

Natural Philosophy 86 

Zoology 90 

Botany 80 

Chemistry 

Astronomy _ 

Physiology ! 88 

School Law 73 

Civil Government 76 

General History 85 

English Literature 91 

German 

Latin 

Greek 

Average obtained 84 


This entitles you to a five-year cer- 
tificate. Please accept my congratu- 
lations upon your success. 

A Diploma will be sent you as soon 
as it is printed. 

Very respectfully yours, 
SAMUEL M. 1NGLIS, 
State Superintendent of Public In- 
struction. 


THE DAWN. 


Not yet the dawn breaks 

Along the far horizon the great east 
glows 

Gold-mist, and sun-lit shadows, and 
flush of rose. 

A sense of change, a prophecy, Day 
new-born. 

The torch of Phoebus flashing in the 
morn. 

The stars, as clear as when in damp- 
dusk night 

To worlds celestial, answer they light 
to light. 

Are paling; all above doth the sug- 
gested sun 

Make hint of panorama of Day begun. 

Not yet the dawn breaks. 

A birdling stirs, there whispers an 
upland stream. 

Sweet sleep in sheltered households 
and stilll rest-dream, 

A breath of forest faints on the soft 
breeze there 

Where voice of waters fall on the 
dew-rinsed air. 

Now loo of herds night-guarded on 
dusk-dark hills, 

Low croon of waterfowls by the reeu- 
dimmbed rills. 

A silence stirs the soul and it 
breathes: God is. 

The Darkness touches Light, and they 
both are His. 


THE SHIP OF MINE. 

SONNET 156. 


Francisco Petrarch, (1304-1374.) 

This ship of mine, freighted with 
dalliance 

In wintry blasts, plunging through 
ice-sea, rides 

Between rugged Scylla and Caryb- 
dis. Guides 

Mine enemy with oft a cruel glance. 

Each oar fast-held deeming a false 
mischance 

Of sadder dole than darksome 
death. Abides 

A tempest wild, tearing the white 
mast sides 

Of breathless sigh and anxious cir- 
cumstance. 

A flood of tears, cloud of a darkened 
wrath, 

Hath hindered forth the cruise- 
strained cordage. See 

Enwrapped in error and in ignor- 
ance be 

The stars which led me down this 
ocean path. 

Sunken is Reason that should light 
the court 

Beyond. I drift, seeking the home- 
ward port. 


POLARIS. 


Lamp and compass, constant still. 
Shining o’er the poles of light 
Wandering where-so-e’er we will 
Thou dost lead us through the 
night. 

Lord Polaris of the stars 
Gleaming golden o’er the bars. 

Stars and planets, worlds of flame 
Burn along an endl’ess path 
But thine torch remains the same 
For a kingly court thou hath. 

Lord Polaris of the stars 
Gleaming golden o’er the bars. 

In the palaces of snow 

Through the corridors of ice 
Doth thine all pervading glow 
Light a crystal Paradise. 

Lord Polaris of the stars 
Gleaming goCden o’er the bars. 

Through the groves, and o’er the seas, 
Down the palm-embroidered stream. 
On the billows of the breeze 
Floats the rapture of thy gleam, 
Lord Polaris of the stars 
Gleaming goiden o er the bars. 

When the mariners afar 

Brave the tempests of the deep, 
Thou, O lovely brother star. 

The engulfing waters sweep, 

Lord Polarins of the stars 
Gleaming golden o’er the bars. 

Ruler on thy gorgeous throne 

All the w T orlds thy courtiers gay. 
Still thy sovereignty we own 
Pole-star of the pilgrims’ way! 
Lord Polaris of the stars 
Gleaming golden o’er the bars. 


THE KITE CREEK 

ON ROCK RIVER 


A bit of stolen sky thou art 
The vista and the spell of dream 
The darling of the artist’s heart. 

The white, mist-clouds across thee 
start. 

And strays the early morning beam, 
A bit of stolen sky thou art. 

The bridge of mist, the dim, grey 
mart, 

The lone canoe beside the stream, 
The darling of the artist’s heart. 

The sylvan isles where song-birds dart, 
Hark! to the wild lark’s skyward 
theme. 

A bit of stolen sky thou art. 

The ivy o’er the broken cart. 

The wooded bluffs, the frost-work’s 
seam, 

The darling of the artist’s heart. 

Sweet woodland waters, lovely part 
Of light and mist, of glow and 
gleam, 

A bit of stolen sky thou art, 

The darling of the artist’s heart! 


GARDEN FIRES. 

Such flame-fires flash along the 
garden beds 

In early haze of rare autumnal light 

The crimsons, carmines, scarlets, 
golds and reds. 

And flame on flame in sheen and 
shimmer spreads 

And flares to torch and flambeau 
glowing bright 

Such flame-fires flash along the 
garden beds. 

The canna row a dazzling fire-tone 
sheds 

That mingles in the vestal altar- 
rite, 

The crimsons, carmines, scarlets, 
golds and reds. 

The zinnias burn to the ashy shreds 

And embers sifted slowly grey to 
white. 

Such flame-fires flash along the 
garden beds. 

The gladioli lift their burnished heads 

Bright beacon fires along the bor- 
der-height, 

The crimsons, carmines, scarlets, 
golds and reds. 

A Persian Peri in the cloud-flame 
treads 

And swings a blazing censer. Festive 
sight! 

Such flame-fires flash along the 
garden beds 

The crimsons, carmines, scarlets, 
golds and reds. 


THE RING DOVES GOO IN 
THE ALDERS TALL. 


A Rondeau. 

The ring doves coo in the alders tall. 
In gentle light through the sylvan 
hall, 

And in and out of the green lance 
leaves, 

A fairy mosaic lightly weaves 
As rare as a Paisley-patterned shawl. 

The doves to the zephyrs call and call 
Across low bush and the grey stone 
wall, 

The breeze dies down and the echo 
grieves, 

The ring doves coo. 

The fern dip low to the waterfall. 
The alder-blooms, the listeners all. 
The thicket a trysting dream 
receives, 

As in and out of the iris sheaves 
Virginia loiters along with Paul, 
The ring doves coo. 
Columba palumbus. 


THE BOB WHITE’S NEST IN THE 
BRAMBLES BROWN. 


O wandering up, and wandering down, 
The prettiest sight in the world to 
see 

Is the Bob White’s nest in the 
brambles brown. 

The wood-road runs on to the hill- 
top’s frown 

And the Bob White calls o’er the 
field and lea 

0 wandering up, and wandering down. 

Each little quail chick, a merry 
young clown 

A Pierro must play. And a stunt- 
fest free 

Is the Bob White’s nest in the 
brambles brown. 

1 turn me away from the sultry town 
To the thicket haunts where the 

Bob Whites flee 

O wandering up, and wandering down. 

And over and over and noun by noun 
Hark! the call rings on. Hark! a 
house of glee 

Is the Bob White’s nest In the 

brambles brown. 

Where the grasses hide, and the 
daisies crown, 

The prettiest sight in the world to 
me, 

O wandering up, and wandering down. 

Is the Bob White's nest in the 

brambles brown. 


THE GLEANERS 


TO LITTLE RUTH. 

Still go the gleaners through the land 
Along the grain-paths golden. 

As Ruth among a harvest band 
Hath gleaned in story olden. 

The dew upon the poppy shines, 

The mist above the roses, 

A diadem along the vines 

Where drowsy primrose doses. 

Still sing the gleaners through the 
land 

In early dawn’s adorning, 

A jocund, strolling, harvest band 
Abroad in misty morning. 

The birds are singing; in the breeze 
Low waves the wayside willow, 

And wildlark in the first sweet glees 
Floats o’er the wheat-field’s billow. 


The Gleaner’s Morning Serenade. 

Thee and me, and me and thee, 

And all the world apart. 

Thine and mine, and mine and thine 
And all the world a heart. 

The light doth shine, 

The bud-rose twine, 

Along the morning wall. 

Love of my love, awaken above. 
Heart unto heart doth call. 

Swain and maid, and maid and swain, 
And life is all a song. 

Lane and glade, and glade and lane, 
The blossom paths along, 

The bird doth swing 
On bough, and sing 
Along the morning wall. 

Love of my love, awaaen above, 
Heart unto heart doth call. 


Still shine the visions of our youth 
As tenderly and sweetly, 

As once our fathers knelt with Truth 
To worship her completely. 

The rill runs to the purling stream 
Through meadows pied with daisies, 
And toward the vista of a dream 
The eager spirit gazes. 

A neighbor’s child with fairy feet 
Flits down the pathway cheery, 
Her laughter gurgles coy and sweet 
To find her playmate’s dearey, 



RUTH CATHERINE BATES 

SEPT. 30, 1803— OCT. 3, 1004 


A look of infancy’s surprise 

At motherhood’s sweet pleasure, 
The lovelight dancing in her eyes 
She clasps the new-found treasure. 

Still doth the wonder of the earth 
Creep over us in hushes 
Of silent hours. The water’s mirth 
That o’er the pebbles gushes, 

The wings that spangle in the sun 
When brown cocoon is sundered. 
The waxen hive to measure done. 

The flower pollen-plundered. 

Still is there music on the earth 
Estatic rapture summing 
As Boaz heard among the mirth 
The feet of maiden coming. 

Low doth the faint far village hell 
Wake chimes of harvest story 
That in the echo wane and well 
And whisper us of glory. 

Still, still for us the marbles lie 
In white Carara’s beauty 
And daily daily passes by 

Some dream of love and duty. 

O well, if we may breathe on stone 
Be it unfinished, lowly 
Our vision, that with us alone 
Spoke forth its message holy. 

Still do our tireless feet go on 
Down blossomed pathway straying, 
That in our childhood’s holy dawn 
Made often pause for praying. 

And somewhere, sometime, and some 
place 

Away, beyond, above us, 

We find new glory, grace for grace, 
And heart to heart to love us. 

Still life is beautiful and true 
And radiant with gladness. 

Alone to show a brighter hue 
Doth fall a shade of sadness. 

There waits a fair and holy band 
Upon the fields elysian, 

And we go gleaning through the land 
Beholding still the vision. 


RECITAL SELECTIONS. 


My sister Alice played these piano 
solos at her Recital in Dixon Conser- 
vatory of Music. 

Rondo Capriccioso Mendelssohn 

Snowflakes Sudds 

Monastery Bells Wely 

A9wakening of The Lion. . .DeKontski 

William Tell Rossini 

Martha Dorn 

Mountain Spring Bohn 

And a closing Mazourka. 

Since Alice’s commencement she 
has learned, and played for our enter- 
tainment. 

Beethoven’s Moonlight Sonata. 

Mendelssohn’s Midsummer Night’s 
Dream. 

Liszt’s Rhapsodie Hongroise, No. 7. 

Leybach’s Brilliante from Faust. 

Liszt’s Stabat Mater. 

Lay bach’s Fifth Nocturne. 

Gottschalk’s Last Hope. 

Gottschalk’s Printemps De Amour 
Mazourka. 


EXTRACTS FROM DIARY. 


April 5, 1898— June 23 1898. 

Program of work at Illinois State 
Normal University, Normal, Illinois. 

Algebra. Miss Mary Hartmann. 

Pedagogy II. Manfred L. Holmes. 

Vertical Penmanship, Elmer E. 
Cavins. 

Grammar, Miss Elizabeth Mavity. 

Geography, Miss Eva Wilkins. 

Pedagogy III, Manfred L. Holmes. 

General History. Henry McCormick. 

(Taken by examination, Grade 85.) 

Vocal Music, Joseph G. Brown. 

Drawing, Miss Clarissa E. Ela 

Gymnastics, Miss Amelia F. Lucas. 

Rooms at Mr. Nails. They have two 
little girls, Stella and Yvonne. There 
is an open pasture west of the house 
and a covey of quail, which call “Bob 
White” to our infinite pleasure. 

Purchased ’‘Special Method for Lit- 
erature and History in the Common 
Schools” by Charles A. McMurry. — 
“Special Method in the Reading of 
complete English Classics in the 
grades of the Common School. — .“Prac- 
tical Work in Geography for the Use 
of Teachers and Advanced Pupils” by 
Henry McCormick. 

April 6, Isa. 59:1. — Studied algebra. 
Miss Hartman is the teacher. The chief 
aims of the course in Pedagogy II are 
to understand the educational values 
and effective use, and detect the use 
of elementary literature and history. 
To understand the problem and meth- 
od of learning to read. What con- 
stitutes a good elementary course in 
literature and history. To get an ap- 
preciative acquaintance with a choice 
body of classic, literary material and 
get historical topics for use in the 
grades and common schools. To fa- 
miliarize students with methods of or- 
ganizing and of presenting lessons in 
literature and history in elementary 
work. Mr. Holmes read “Tennyson’s 
“Crossing The Bar.” — We are to Ca- 
vin’s manual in penmanship. — Miss 
Mavity asks for ten direct sentences 
about the Mississippi river; ten. about 
an animal; ten, about a fruit. — Stud- 
ied geography. — Read in ‘‘Method of 
the Recitation” by Dr. McMurry. Mr. 
Hdlmes teaches Pedagogy III. 


April 7, Isa. 59:19. — Studied alge- 
bra. Discussion of the fairy tale. Mr. 
Holmes read a poem on Mont Blanc; 
told a story of ‘Diamonds and Toads” 
which conveyed thoughts of kindness 
and politeness; and repeated the fa- 
ble of the mountain and the squirrel 
with a lesson in contentment. We 
are to get Lange’s edition of Grimm’s 
‘‘Household Tales.” Penmanship drills. 
— Miss Mavity asks for an attribute 
of action (The moon shines brightly) ; 
attribute of condition (They hunger 
and thirst); attribute of quality (Su- 
gar is sweet) ; attribute of place (Bin- 
gen is on the Rhine) — Studied geogra- 
phy: McCormick’s ‘‘Practical Geogra- 
phy.” — Mr. Earl Ackart, a relative of 
Aunt Nancy, is a student in the gram- 
mar classes. 

April 8. Jer. 17:7. — Studied algebra. 
Discussion of literature. Literature is 
human life reflected in the represen- 
tations of human experiences either 
actual or ideal. Wrote plan for “Dia- 
monds and Toads.” — Penmanship 
drills. — Miss Mavity drilled on the at- 
tribute complement of a sentence 
which completes the predicate and be- 
longs to the subject. — Studied McCor- 
mick’s geography. — Read in Dr. Me- 
Murry’s ‘ Special Methods.” Reading 
in the library. 

April 11, Mon., Lam. 3:25. — Studied 
algebra. — The story is a pedagogical 
treasure. — Penmanship drills. — Draw- 
ing with Miss Ela.- — Studied geogra- 
phy. — Read in “Special Mehods.” — 
Reading in the library. Some discus- 
sion of fractions, p. 19, “Method of 
the Recitation.” 

April 12. Tues., Psa. 63:17. — Studied 
algebra. Fairy stories are literature 
which contain an element of extrava- 
gance. Wrote plan for “The Three 
Bears.” — Penmanship drills. — Miss 
Mavity distinguished between the sim- 
ple and compound thought.- — Studied 
geography. — Read in “Special Meth 
ods.” — Reading in the library. Letter 
from home. 

April 13, Wed., Hos. 6:3.— Studied 
algebra. — Discussion of a fable, which 
does not necessarily contain that ex- 
travagant feature which a fairy story 
does. Mr. Holmes told the fable of 
‘‘The Lion And The Mouse.” — Wrote 
plan for Riley’s “Little Orphant An- 
nie.” Also for “The Fir Tree.” — Pen- 
manship drills. — Quality may be sub- 
divided into manner, color, size, form, 
shape, etc. — Studied geographhy. — 
Studied pedagogy III. — Reading in the 
library. 

April 14, Thurs., Mic. 7:8. — Studied 
algebra. Wrote plan of “Little Red 
Riding Hood.”— Penmanship drills. — • 
Studied geography. — Studied pedago- 
gy HI. 

April 15, Fri., Mic. 7:7. — Studied al- 
gebra. — Studied pedagogy. — Practiced 
penmanship drills. — Studied geogra- 
phy. Miss Wilkins is a thorough 
teacher. — Studied pedagogy. — Reading 
in the library. We have been working 
on Minneapolis. Read in Quick’s “Ed- 
ucational Reformers.” 

April 18, Mon., Eph. 2:13. — Studied 
algebra.— The universal acceptance ot 
“Robinson Crusoe,” by Rosseau, Her- 
bart. primary teachers. — Practiced 
penmanship. — Drawing. 


April 19, Tues., Isa. 29:19. — Studied 
algebra. — Father’s birthday anniver- 
sary. Wrote plan for the first chap- 
ter of “Robinson Crusoe.” — Practiced 
penmanship drills. — Miss Mavity’s as- 
signment: complete and unfinished 
work. Sentences in lesson 25: 1. 3, 
6, and explain the meaning of the 
sentences. — Story of Midas. 

April 20. Wed.. Psa. 55:22 — Studied 
algebra. Discussion of what Robin- 
son Crusoe involves. It has moral 
lessons, religious instructions, and 
economic study. It teaches apprecia- 
tion of home and family, and trains 
the judgment, teaches industry and 
reproves idleness, while it represents 
the race. — Practiced penmanship drills 
— 'Discussion of sentences. — Handed in 
map. — Studied pedagogy III reading 
it thoughtfully as a book of good coun- 
sel. Read "Life of Pestalozzi.” 

April 21. Thurs., John 14:1. — Stud- 
ied algebra. — Studied pedagogy — Prac- 
ticed drills. — Commissioner Harris 
says “Grammar is the logic of lan- 
guage.” — Studied geographhy.— Hand- 
ed in paper in pedagogy III. — Reading 
in the library. Little Stella Nail came 
up to see me. 

April 22, Fri., Psa. 130:5. — 'Studied 
algebra. — Studied pedagogy. — Pen- 
manship drills. — Study of sentences. — 
Studied geography. — Studied pedago- 
gy III. Reading in library. We are 
referred to the ‘‘Life of a Butterfly” 
by H. S. Scudder. 

April 24, Sunday. — My birthday an- 
niversary. Practiced drills, until I 
am becoming an automatic machine. 

Apr. 25, Mon., Psa. 103:13. — Stnd- 
ied algebra. Discussion of myths. We 
are to read Fisk’s “Myth and Myth- 
makers.” — I read “An Old Woman 
and her Pig,” “Little Red Riding 
Hood,” “The Anxious Leaf.” ‘‘The 
Three Bears” which show results of 
labor, disobedience, trust and meddle- 
someness. — Practiced — -penmanship 
drills. — Grammar: A word, as an ex- 
pression. Examined the thoughts ex- 
pressed in five sentences in lesson 63, 
and in five sentences in lesson 68, to 
see if any part of the whole part is 
itself a thought. — Studied geography. 
—Read in “Special Methods,” ponder- 
ing it well. 

April 26, Tues., Psa. 130:7. — .Studied 
algebra. I read “The Lion And The 
Mouse,” “The Little Matvh-girl,” ‘-The 
Fir Tree,” “The Street Musicians.” 
“The Unhappy Pine-Tree,” which 
show results of kindness, duty to the 
poor, discontent, kindness to animals. 
Practiced penmanship drills. — Defini- 
tions of phrase and clause. — Studied 
geography. — Read in “Special Meth- 
ods.” Reading Currie’s ‘‘Early and 
Infant Education.” 

April 27, Wed., Matt. 11:29— Stud- 
ied algebra. I read “Cinderella,” “The 
Straw, Coal and Bean,” The Apple 
Branch,” “The Bird with no Name,’ 
which show results of unselfishness, 
prudence, pride, trickery. — Practiced 
penmanship drills.- — Sentences on 
blackboard. — Studied geography which 
is very interesting. — Road in “Spec- 
ial Methods.” 

April 28,Thuur., Jas. '4:8. — Studied 
algebra. I read ‘‘The Ugly Duckling,” 
“The Pea-Blossom.” “Little Orphant 
Annie,” “Robinson Crusoe,” at home; 
which show results of unkindness, un- 
selfishness, charity and idleness. — 
Practiced drills. — Studied the sen- 
tence copula which expresses the idea 


of relation between the thought object 
and the thought attribuute. — Studied 
geography. — Read in pedagogy III. 

April 29, Fri., Psa. 89:2. — Studied 
algebra. — I read “Robinson Cruusoe,” 
the voyage; making the boat; - The 
Golden Touch.” ‘ The Gorgon’s Head,” 
which show results of disobedience, 
lack of fore-sight, avarice, prepara- 
tion. — Practiced drills. — Review in 
grammar. — Studied geography. — Read 
in “Special Methods.” 

May 2- Mon., Isa. 40:8. — Studied 
algebra. — I read Lincoln — the lad — ■ 
the school boy — “George R. Clarke,” 
which show results of obedience, per- 
severance, determination. — Practiced 
drills. — Review in grammar. — Studied 
geography. — Studied pedagogy III. 
This study requires the closest study. 
— Reading in the library. — Much dis- 
cussion of the notion. 

May 3, Tues., Isa. 41:10. — Studied 
algebra. — Wrote plan of “The Gor- 
gon’s Head.” Perseus represents a 
youth, and Danae- all those who are 
dependent upon the youth for love, 
companionship- and support. King 
Polydectes stands for bad advice giv- 
en to destroy the youth. Perseus’ 
love of adventure shows the love of 
victory and aspiration for that which 
is noble. His anxiety at the begin- 
ning of the adventure is a represen- 
tation of the times of seriousness and 
responsibility which come to every 
youth. Mercury represents the skill 
and good advice the youth receives 
from helpers. The sword is the skill 
which overcomes brass; iron and 
steel. The shield is conscience and 
judgment. The Three Gray Women 
are weaknesses of courage causing 
fright. They are overcome by clear 
sight and determination. The nymph? 
represent the feelings of joy, love 
peace contentment and kindness. The 
winged slippers typify hope; the wal- 
let, charity; the helmet, faith. Min- 
erva is judgment and wisdom, while 
the gorgons are evils; vanity in 
wealth; malice, disobedience. Medusa 
iis selfish gratification which can be 
eventually overcome. The sea-mon- 
ster is besetting sin. The sphinx are 
those who look upon evil and are 
petrified. The reluctance to show the 
gorgon’s head is mercy. The delivery 
of Danae is the joy which comes to 
the friends of the youth. Perseus was 
set in the heavens as a star. — Prac- 
ticed drills. — Sentence drill. — Studied 
geography. — Studied pedagogy III. 

May 4. Wed., Isa. 43:25. — Studied 
algebra. — Studied pedagogy II.— Prac- 
ticed drills, using much fool’scap pa- 
per.— Study of what the interrogative 
sentence implies. — Contest is in the 
air. — Studied geography. — Studied ped- 
agogy III to make it a guide of my 
future teaching. 

May 5, Thurs., Isa. 43:1. — Studied 
algebra. — Studied pedagogy.— Practic- 
ed drills. — Study of what the impera- 
tive sentence implies. — Contest is 
overcoming us. — Studied geography. — 
Studied pedagogy III. This study 
takes much time. Reading in library. 
Balmy spring breeze. — How we gen- 
eralize? 

May 6, Fri.. Isa. 41:13. — Studied al- 
gebra. — Studied pedagogy. — Practiced 
drills. — Oratorical contest. A room in 
the normal building is set apart for 
each school contesting and decorated 
in appropriate colors. — Studied geog- 


raphy.— Studied pedagogy III. All 
scales for music work handed in for 
the week. 

May 9, Mon., Psa. 16:11. — Studied 
algebra. — Studied pedagogy. — Practic- 
ed drills.— Drawing with Miss Ela. — 
Studied geography.— Studied pedago- 
gy. Much time spent in practicing. 

May 10, Tues.. Psa. 18:2. — ‘Studied 
algebra. — Discussion of fairy tales. 
We are to read ‘‘English Fairy Tales,” 
by Joseph Jacob, 1892 London, David 
Nutt, publisher. — Practiced drills. — • 
Wrote five sentences in lessons 12, 59, 
76, — Studied geography.— Studied ped- 
agogy III with great interest. 

May 11, Wed.. Psa. 18:27. — Studied 
algebra. — Studied pedagogy. — Practic- 
ed drills. — Named objects mentioned 
in lessons 20, 43, 71. Handed in a list 
of objects explicitly mentioned in les- 
sons 43, 38. — Studied geography. — 
Studied pedagogy III thoughtfully so 
that I may put in practice its wealth 
of good counsel. 

May 12, Thurs., Hab. 3:19. — Studied 
algebra. — Anniversary of the day Dol- 
lee died. Discussion of a hero, who 
forgetting self does a great deed call- 
ing for bravery, courage and fortitude. 
— Practiced drills. — Long assignment 
in grammar with sentences on the 
board. — Studied geography. — Studied 
pedagogy III. 


PEDAGOGY SECOND HOUR 
May 12, 1898 

Reproduction by the pupils. 

Alter the oral presentation by the teacher the 
subject-matter should be reproduced by the 
pupils in as pleasant and profitable a manner as 
possible. Several very excellent aims are to be 
thus achieved. One is the cultivation of a 
straight-forward, forcibie style of speech. An- 
other is to correct false ideas and mistakes in 
pronunciation and material. Another is to 
limit the excess of fancy and imagery or to foster 
an increase of power in grasping fanciful and 
imaginative subject-matter. The teacher should 
use self-control and not help the pupil tn his re 
production except to correct or suggest an error 
in a few low words.. The telling ol the story will 
waken latent interest, call out the pupil’s sym- 
pathy, lead him on long flights of fancy, open a 
new and beautitul world to him in which he is 
himself the explorer, and make him master of 
an oral power of graphic, realistic and sympa- 
thetic delivery. 

It is one of the chief pillars on which the 
Herbartian principal of pedagogy rest. 

Books Read in Pedagogy II. 

:. “Classic Stories For Little Ones” McVIurry 

2 . “Robinson Crusoe For Boys and Girls”...... 

...McMurry 

3. “A Wonder Book” Hawthorne 

4. “Pioneer History Stories Of The 

Mississippi Valley” McMurry 

5. "Special Method In Literature And 

History” McMurry 

6 Jason’s Quest Lowell 

7. Special Method in Reading. McMurry 


May 13. Fri., John 8 : 12.— Studied 
algebra. — Wrote plan of Lincoln as a 
lad. Aim: to teach reverence to moth- 
ers. Lesson plan: Marquette’s last 
journey. To teach the beauty of self- 
sacrifice. — Practiced drills. — More sen- 
the week handed in. 

May 16, Mon., Mai. 3:6. — Studied al 
gebra. — Organized story. — Practiced 
drills. — Looked up the word pedler, 
pedlar, there being two spellings for 
the word. — Studied geography. — Stud- 
ied pedagogy III. Observed work in 
the practice department of the Model 
school. 

May 17. Tues., Micah 7:18. — Studied 
algebra. — Organized story. — Practiced 
drills. — Sentences in lesson 71, first 
eight; in lesson 72, first five. — Studied 
geography. — Studied pedagogy III 
Discussion of preparation. 


May 18, Thurs., Nahum 1:3. — Stud- 
ied algebra. — Organized story. Studied 
material for fourth grade in history 
of Mississippi valley. — Practiced drills 
Proved that a pronoun is not a word 
used instead of a noun. — Studied 
geography. — Studied pedagogy III. 

May 20- Fri., Nahum 1:7. — Studied 
algebra. — Organized story. Organized 
material for fifth grade in the history 
of the Mississippi valley. — Practiced 
drills. — Pointed out all the substan- 
tive expressions and classified accord- 
ing to form into words, phrases, and 
clauses. — Studied geography. — Studied 
pedagogy III. The Misses Wahl came 
to call. Music work for week hand- 
ed in on time. Discussion of the aim. 

May 23, Mon., Zech. 12:10.— Studied 
algebra.— Organized story. I have 
learned and organized to date twelve 
stories ready for class use. Organized 
material for sixth grade in the history 
of the Mississippi valley. History may 
be narrative, philosophical, scenic, in- 
formative, etc. It is narrative when 
story-telling. It is philosophical when 
tracing cause and effect. It is scenic 
when it is pietueresque. It is infor- 
mative when it conveys information. 
A few characteristic episodes are to 
be selected. — Practiced drills. — Phras- 
es. — Studied geography. — Studied ped- 
agogy III. 

May 24, Tues., Luke 1:50. — Studied 
algebra. — A classic must contain an 
important permanent, general truth. It 
should embody beauty and strength of 
expression. It should reveal human 
life and conduct in a variety of as- 
pects. It should contain an element 
of fancy or imagery. The form need 
not necessarily be always the same. 
Organized material for seventh grade 
in the history of the Mississippi val- 
ley. We are to examine Scudder’s 
“Life of Washington.’’ Hosmer’s 
“Life of Samuel Adams.” — Practiced 
drills. — Clauses. — Studied geography. 
Studied pedagogy III. Must hurry to 
have a free evening. Bishop W. X. 
Ninde gave an address in First 
church. Bloomington to the State Con- 
vention of the Epworth League. 

May 25, Wed., Zech. 13:1. — Studied 
algebra. — By studying classics as lit- 
erary wholes we have a stronger in- 
terest, a deeper insight and a keener 
moral effect. Organized material for 
eighth grade in the history of the Mis- 
sissippi valley. We are to collect a 
body of illustrations about a few cen- 
ters of study.— Practiced drills. — Stud- 
ied geography. — Studied peagogy III. 
Must hurry to have the evening free. 
Bishop C. C. McCabe gave his address 
in Grace church, Bloomington, on 
“Three Millions Annually for all the 
Benevolences.” He sang “Palms of 
Victory.” 

The evening walk to Bloomington 
was pleasant. The Misses Wlahl en- 
joyed it with me. 

May 26, Thurs., Matt. 18:19. — Stud- 
ied algebra. — Made out a selected list 
of choice books. Referred to lists in 
Special Method Series, especially 
Methods of Reading” pp. 130-7 ; to 
publishers’ lists; to Scudder’s ‘‘Liter- 
ature in School.”— Practiced drills. — 
Reviewed, ready to write and to dis- 
cuss any work of the last two weeks. 
— Studied geography. — Studied peda- 
gogy III. It is warm and sultry. 

May 27, Fri., Mai. 3 : 7.— Selected a 
list of choice books tor fifth grade 
literature. — Practiced drills. — Handed 
in a treatment of the fourteenth sen- 
tence in lesson 17.— Studied geogra- 
phy. — Studied pedagogy III. We are 


learning the hymn “Nazareth” which 
is very touching and sweet. 

May 30, Mon., Matt. 16:27. — Studied 
algebra. — Selected a list of choice 
books for sixth grade literature. — 
Practiced drills. — Studied verbs. — 
Studied geography. — Studied pedago- 
gy HI. 

May 31. Tues., Isa. 64:6. — Studied 
algebra. — Selected a list of choice 
books for seventh grade literature. 
‘‘The Value of Classics To a Teach- 
er” is shown as a history, as a vital 
meaning of social relations. A classic 
is a mirror of our follies ana foibles. 
It builds up ideals and strengthens 
character. It gives religious and aes- 
thetic culture, and furnishes excellent 
recreation. — ‘Practiced drills. — Studied 
conjunctions. — Studied geography. — 
pedagogy III with great care. 

June 1, Wed., oJhn 6:35. — Studied 
algebra. — Selected a list of choice 
books for eighth grade literature. — 
Practiced drills.— Reviewed the class- 
ification of the parts of speech, and 
prepared for a test from lesson 17. — 
Studied forms of verbs which do nol 
assert. — Studied geography. — Studied 
pedagogy III which takes the most 
time of my classes. The penmanship 
class meets in the assembly hall 
where there is a piano. We write 
to music. 

June 2, Thurs., Mic. 7:19. — Studied 
algebra.— Made an examination of 
Lowell’s poetry for material for the 
grades. — Practiced drills. — Studied 
grammar. — Studied geography. — Stud- 
ied pedagogy III. Miss Wilkins plays 
for our penmanship class, and gives 
us steady march time. — 

June 3, Fri- Matt. 18:20. — Studied 
algebra.— Made an examination of 
Tennyson’s poetry for material for 
the grades.- — Practiced drills. — Studied 
grammar. — Handed in paper in geo- 
graphy. — Studied pedagogy III. All 
drawings in up to date. 

June 6, Mon., Matt. 21:22. — Studied 
algebra. — Made an examination of 
Whittier’s poetry for material for the 
grades. — Practiced drills. — Studied 
grammar. — Studied geography. — Hand.- 
e in paper in pedagogy III. — Miss Pot- 
ter plays for our penmanship class 
when Miss Wilkins is busy. 

June 7, Tues., John 14: 16, 17. — 
Studied algebra. — Made a study of the 
literature of childhood, ( mainly of 
fairy stories, folk lore, nursery class- 
ics. mythical stories, fables, poetry 
of childhood. — Practiced drills. — Stud- 
ied rammar. — Studied geography. — 
Read in pedagogy III. 

June 8, Wed., John 14:18. — Studied 
algebra. — 'Continue study of literature 
of childhood, keeping in mind the edu- 
cational values to be derived from 
literature. — Practiced drills. — Read 
lesson 40. Read an analysis of a giv- 
en sentence in class. — Handed in map 
in geography. — Read in pedagogy ill, 
and made practical applications. 

June 9. Thurs., John 14:23. — Studied 
algebra. — Continued study of litera- 
ture of childhood, keeping in mind 
the va'.ue of a cultivation of taste for 
good literature. — Practiced drills. — 
Studied prepositions. — Reviewed in 
geopraphy. — Read in pedagogy III. 
One of the students has been playing 
“The Frolic of the Frogs” for the pen- 
manship class, and we have been 
writing in a gallop. 

June 10, Fri., John 14:27. — Studied 
algebra. — Continued study of litera- 
ture of childhood keeping in mind the 
cultivation of moral will and of social 


good will. — Practiced drills. — Five 
steps in writing compositions. — select- 
ing, gathering, organizing, writing, 
correcting. — Map handed in. — Reading 
finished. — Drawings in. 

June 13, Mon., John 15:10. — Studied 
algebra. — Reviewed work on the fairy 
tale. Wilmann says it must be child- 
like, moral, instructive, of permanent 
value, and a connected whole. — Prac- 
ticed drills. — Purpose of composition 
work in school. — Reviewed in geogra- 
phy. — ^Studied in pedagogy III. Organ- 
ized lesson with five formal steps. 

June 14, Tuts., John 16: 23.— Studied 
algebra. — Reviewed work on the myth. 
Herbart considered Homer ideal for 
boys. Noted the centaur’s advice to 
Jason: relieve the distressed; respect 
the aged; be true to thy word. — Prac- 
ticed drills. — Opportunities for com- 
position in school. — Reviewed in geo- 
graphy. — Reviewed in pedagogy III. 

June 15, Wed., John 16:24. — Studied 
algebra. — (Reviewed work on pioneer 
history. There is suitable material in 
local history for fourth and fifth 
grades. The stories must be bio- 
graphical. simple, primitive, and ex- 
hibit high character and purpose. — 
Practiced drills. — Organizing the ma- 
ttrial for composition. — Reviewed in 
geography. — Read in pedagogy III. 

June 16, Thurs., Rom. 5:1 — Studied 
algebra. — Dr. McMurry gave us a list 
of stories appropriate for the Mississ- 
ippi valley.- — Practiced drills. Mr. 
Cavins told us of Isaac Putnam and 
the wolf. — Advantage of having the 
class assist in selection of subjects 
for compositions. — Tests in geogra- 
phy. — Read in pedagogy III. Organiz- 
ed a lesson. 

June 17, Fri., Rom. 2:7. — Studied 
algebra. — Dr. McMurry advised us to 
select picturesque phases for elabora- 
tion in history.— Practiced drills. Mr. 
Cavins gave us a talk on the pedago- 
gy of penmanship. — Pedagogy of 
grammar. Grammar is the science of 
the sentence and rests upon pschol- 
ogy. — Reviewed geography. — Review- 
ed pedagogy III. No more “Frolic of 
the Frogs” for writing. 

June 20, Mon., Rom. 5:8. — Studied 
algebra. — Review and test. — Practice 
is over in penmanship. I have given 
time daily to these drills. Mr. Cavins 
gave us a talk on the pedagogy of 
writing. — Reviewed grammar. — Exam- 
inations. Severe study. Organized 
a complete lesson. 

June 21, Tues., Psa. 30:5. — Review- 
ed algebra. — Review and test. — Re- 
viewed grammar. — Examinations. 
Careful preparations. 

June 22, Wed., Psa. 27:1. — Review- 
ed. Examinations. 

June 23, Thurs. — ‘‘All aboard!” 
"How dear to my heart are the scenes 
of my childhood!” “What river is 
this?” we ask. “Fox river” answers 
the conductor. “What river?” asks 
the man down the aisle. ‘‘Fox river” 
answers the conductor. So it contin- 
ues until some one investigates and 
finds out how many times we cross 
Fox river from Normal to Amboy. 

June 24. Fri. — Went to Elgin. “What 
river is this?” I ask, north of Geneva. 
“Fox river,” answered the trolley con- 
ductor. “And this river?” I hear a 
lady ask. “Fox river” replies the 
trolley conductor. And so is happens 
that like Horatius in the brave days 
of old, I have spent two days crossing 
Fox river, and crossing back again. 
When I came home father told me a 
pioneer story of Fox river, which he 
crossed before the Mexican war. 


NOTES IN GEOGRAPHY. 


April 6. June 20, 1898. 

Miss Eva E. Wilkins, Teacher. 

Apr. 6. — To account for the appar- 
ent motion of the sun around the 
earth. 

Apr. 7.— Diagram to show how Venus 
may be both the evening and the 
morning star. 

Apr. 8. — To prove that the mathe- 
matical horizon is perpendicular to 
the vertical line of an observer. 

Apr. 11. — To show that the pendu 
lum proves that the earth is flattened. 
To draw a figure showing latitude of 
topics and polar circles and width of 
zones in degrees if axis were inclined 
10 degrees. 

Apr. 12. — On June 21st in the north- 
ern hemisphere, — diagram to show 
how the light falls on the earth. Dia- 
gram showing the parallelism of the 
earth’s axis to itself. 

Apr. 13. — On June 21st in the soutn- 
ern hemisphere. Diagram to show 
the position of the earth Mar. 21st and 
Sept. 21st. 

Apr. 14. — On Dec. 21st in the south- 
ern hemisphere. Diagram to show the 
position of the earth Dec. 21st. 

Apr. 15. — Test. 

Apr. 18. — South America. Map of 
the Amazon valley drawn on the 21st. 
Finished on the 24th. 

Apr. 25. — Great Britain; 26th to 
Scotland; 27th to Robert Burns’ home. 

Apr. 28. — England. Made a beauti- 
ful map from Newcastle-on-Tyne, along 
the coast to Northampton. 

Apr. 29. — The Thames river. Con- 
test! 

May 2. — Ireland. Contest! 

May 3. — Norway and Sweden. 

School Yell. “Ranikaroi! kazee! 
kazoi! Rip ra ha! Illinois! Illinois!” 

May 4. — Russia. Contest! 

May 6. — No school!. The Contest! 

May 9. — Russia. Made a map of 
the Basin of the Volga. 

May 13. — The countries along the 
Rhine. Map of the Rhine river in 
Switzerland and in Germany. Map 
of Holland. 

May 16. — Ascending the Moselle 
river. Tourists visit Ostende to hear 
the bells. They are most melodious 
when heard off the beach. Miss Wil- 
kins wishes us to send her any poems 
we come across on the bells of Os- 
tende. 

THE OUTBOUND SONG OF 
THE SAILOR TO THE 
BELLS OE OSTENDE, 


They ring, those bells of Ostende, 
Gray beach and a surf below. 

The chimes from the Gothic steeples 
Play on, 

The golden bells, the home bells, 
And their outbound song I know. 


They ring, those bells of Ostende, 
Fair garden and lawn below. 

From the purple misty steeples 
Play on, 

The village bells,, the home bells, 
And their twilight song 1 know. 

i 

They ring, those bells of Ostende, 
Green campus and hall below. 

From the Ages’ moss-grown steeples 
Play on, 

The college bells, the world bells. 
And their holy song I know. 

They ring, those bells of Ostende, 
White sky and the wave below 
Far up in the crystal steeples 
Play on. 

The harbor bells, the home bells, 
And the outbound song I know. 

May 18. — France. Map not so ar- 
tistic. 

May 19. — The Garonne river valley. 
Map of the Rhone river. 

May 23. — The Iberian peninsula. 
Italy. 

May 27. — The Danube river. Draw 
diagram of the Ringstrasse of Buda- 
Pesth. 

June 2. — Asia. 

June 3. — China. Map of the Ganges, 
river valley. Map of the Plateau of 
Deccan. Map of the Aral Sea and 
Oxus river valley much prettier than 
the other two maps. 

June 6. — Persia. 

June 7. — (Mr. McCormick gave me 
an examination in Ancient History to- 
day and a grade of 85.) 

1-3. Moses. Cyrus, the Great. 
Hannibal. 

4-5. Alexander, the Great. Caesar. 

6. Phoenicia and Phoenicians. 

7. Aristotle, Plato. 

8. Peloponnesian War. 

9. Secession of Plebs. 

10. The Gracchi. 

Excused from grammar and geogra- 
phy classes today. Wrote two hours.) 
June 8. — Egypt. Palestine. 

June 10.— Africa. The Nile river 
valley. Of two maps handed in this 
term Hindustan, Eastern Coast took 
more time but was not so beautiful 
as Australia. One term paper. The 
Climate of Russia. 

June 17. — Mr. Cavins gave me 9 in 
Vertical Penmanship. Mr. Brown said 
I “carried” Music, no grades given. 
Mr. Holmes said I made 9 in Pedagogy, 
and to win “9” is greater here than 
to be a Roman in the brave days of 
old. 

Some of the girls in the class are 
Miss Mize of Normal; Maude Gibbs. 
Linden; Miss Glover, Normal; Ger- 
trude Heller, June Hester. Laura 
Parks, Mary Fitzgerald, Dorothy Al- 
berson. Mary Babbs, Isabelle Mann, 
Lottie Godwin, Misses Garde, Sinclair, 
Hinners, Roeder. 


LA FAYETTE 


Across the waters a youth I see 
Embarked in the fair Bordeaux; 

The boats to the westward turned 
to be 

In the shine and after glow, 

And skyward the pennants floating 
free 

O’er the bright waves to and fro. 

Is he a Roland from days of old 
Where chansons are full of light? 

Is he an eld Arthurian bold 
Who rides as a liltless knight 

Gone seeking the chalice rimmed with 
gold— 

The vision and robe of white? 

A lord and knight is the courtly 
youth, 

With brow that is broad and high; 

With gaze that measures the wrong 
and ruth 

With calm and unflinching eye, 

Beholding afar the rise of Truth 
In a nation’s morning sky. 

He crosses the far blue waters o’er, 
He enters a stranger land; 

The dark waves break on the sullen 
shore 

As storms beat low on the strand. 

And the seaweed drifts the coasts 
before 

On yellow and wind-blown sand. 

He brings the wealth of a noble race, 
The name of an olden line; 

He offers the courtly charm of grace, 
The best of his young heart’s 
shrine, 

He risks them all in the bloody place 
At the fords of Brandywine. 

There the red autumnal sun sinks 
low, 

And the last light crowns the hills; 

The soft sylvanian breezes blow 
Where the warm air gently thrills. 

And the dew of the chrism like a how 
In the purple air distills. 

There were stores at Concord, far 
away. 

Two lights in the Christ church 
tower, 

Alarm aroused ere the break of day. 
In that awful blood-wet hour, 

And skirmish and battle, hunt and 
fray, 

A part of the heroes’ dower. 

Our men had battled where Warren 
fell; 

Had sorrowed when Hale had died; 

Had kept their Christmas camp-fires 
well 

By Trenton’s sentineled tide; 

Had braved the swamp and glade and 
dell 

With Marion at their side. 


They took old Stony Point, and the 
cheers 

Rang out on the crag and height; 
They told Wyoming in bittter tears 
As one who speaks in the night. 
Yet oftentimes in all the years 
They kept his memory bright. 

With the bivouac fires low sunk in 
flame, 

’Neath the war clouds lowly set, 
With mellow light on hills of fame, 
O’er the grass bent crimson wet, — 
Still the fathers spoke that gentle 
name 

Which the sons shall ne’er forget. 

Above are the stars in the field of 
blue, 

The stripes in the cloudless air; 

A glory falls, as falls the dew, 

Of lilies grown wondrous fair — 

His gift, from a kinsman strong and 
true, 

To the freedom emblemed there. 
1898. 


WHERE DOTH 

FAILURE DWELL. 


Where, O where, doth Failure dwell 
And where is sung his dreary knell 
Where is swung his dismal bell 
In a hollow mockery ? 

Life, O, Life, hath never failed 
Nor dauntless in the conflict quailed 
But arisen, hath assailed 
In a new-found victory. 

Life but fails to rise again. 

Dead Failure cannot hamper men 
Rising as they fall, Ah! when 
Overcome in misery. 

Failures cannot live with Life, 
Opportunity is rife 
Breath of Action, Toil and Strife 
Speak a kindred rivalry. 

Failure doth not bide with Faith 
Nor Hope, as that evangel saith, 

Nor yet with Love, but like a wraith, 
Walks in spectral pageantry. 

Failure dwells not in the Past, 

Nor in the Future’s vista vast, 

Nor doth the Present bind him fast 
In mistaken chivalry. 

Failure dwelleth in the grave 
Where murmuring doth cypress wave, 
Over it the lost winds rave 
In their midnight mistery. 

Lo, we bury Failure there 
No tolling bell, no hushened prayer, 
Leaving idle Want and Care 
Mourning in their vagantry. 

There, O there, doth Failure dwell 
And Want doth chant a dreary knell. 
Care doth toll a dismal bell 
In a hollow mockery. 


BLUE DARLING OF 

THE VAULTED SKIES. 


Blue darling of the vaulted skies, 

A sapphire in a vale of snow 
What lovely realm beyond thee lies? 

Across the tide the daylight dies 
A flush of iQ§p in after-glow, 

Blue darling of the vaulted skies. 

The soft wind o’er the lone peak 
sighs, 

And on, the breezes, blow and blow, 
What lovely realm beyond thee lies? 

Far, far, the vast, vast heaven^ lies 
An amethystine starry bow, 

Blue darling of the vaulted skies. 

Strange forms are seen through 
straining eyes, 

Ah, whither, whither, do they go. 
What lovely realm beyond thee lies? 

And should my spirit deathless rise, 
Would I, in brighter kingdoms, 
know. 

Blue darling of the vaulted skies, 
What lovely realm beyond thee lies? 

Looking over a widening of Fox 
River at Geneva, 1898. 

THE SWALLOWS SAIL THROUGH 
THE ZEPHYR SKIES. 


The swallows sail through the zephyr 
skies 

When the light pales low and the 
day is done 

And the song and its echo sinks and 
dies. 

A warfare wild, with the burnished 
flies 

Where up from the gurgling 
meadow-run 

The swallows sail through th ezephyr 
skies. 

They sweep, and the belfry-towers 
arise 

In ivies — the cob-webs in breezes 
spun — 

And the song and its echo sinks and 
dies. 

The chimes are played, and the night- 
wind sighs, 

When, twittering there, in the day 
begun. 

The swallows sail through the zephyr 
skies. 

Their blue-coat feathers, a Tyrian 
prize, 

Thei T ' bluff vests shine in the sheen 
of the sun, 

And the song and its echo sinks and 
dies. 

In azure fields where the morning 
lies 

The songs of the voyage ring one 
by one. 

The swallows sail through the zephyr 
skies. 

And the song and its echo sinks and 
dies. 


THE GIRLS WHO WERE YOUNG 
IN MY YOUTH WITH ME. 


Call ye the girls — call from the olden 
town — 

With the locks of gold and the curls 
of brown, 

With their eyes all starry in loving 
light 

And deep with the dreams and the 
visions bright 

Call ye the girls, O, I long yet to see, 

The girls who were young in my 
youth with me. 

[Call Lillian — Helen — Alma, call! 

—Frances — Bertha — Gertrude, call! 

Call Millie — Minnie — Maud, call clear! 

— Susan — Mayde — Lucy dear! 

Call Katherine — Tillie — Edith Lee, 

The girls who were young in my 
youth with me]. 

Call ye the girls for the wild-flower 
blows, 

The violet blue and the sweet moss- 
rose, 

The dogwood-boughs twine in a 
wreath of white, 

The groves are awake in the spring- 
time light. 

The Queen of the May, — for a queen 
call ye! — 

The girls who were young in my 
youth with me. 

[ICall Ella — Blanche — Elizabeth — 
Belle! 

— Anna — Grace — Effie — Rose — Carrie 
Stell! 

May — Cora — Martha — Alice — Louise ! 

Call Lola — Ida — Lena — Inez! 

Amanda — Madge — Jane — Sadie — 
Marie! 

The girls who were young in my 
youth with me]. 

Call ye the girls, for the bobolink 
sings, 

The tanager flutters his scarlet wings. 

The oriole rolls, a madrigal sends 

To call in his love to the old-time 
friends. 

Sweet maids of the May time. Call 
yet, call free! 

The girls who were young in my 
youth with me. 

[Call Lettice- — Charlotte— Nettie — 
Nell! 

— Howitt — Daisy — Harriet — Dell ! 

Call Flora — Deborah — iNina, call! 

— Margaret — Clvtie— Vina, call! 

Call Emma— Mary — little Nannee! 

The girls who were young in my 
youth with me]. 

Call ye the eirls, call, for the shad- 
ows fall 

O’er whispering woodlands. Call on, 
O. call! 

One song for the flowers and the 
eglantine: 

One song for the birds and the wind- 
stirred pine, 

A last. low. loved song — sweet in 
memory 

The girls who were young in mv 
youth with me. 


» 


"WE MUST KNOW 

LATIN AND JOHN. 


It is taken for granted that teah- 
ers are qualified for the first require- 
ment. here called Latin, and the best 
methods of presentation. n,ess than 
these qualifications if failure, for 
teaching is a profession. 

“And John.” The spirit of the sum- 
mit is the guidon. How the father 
toils under his load of business 
perplexity, thinking that his son will 
not have to grind in drudgery as he 
does; his son who will make his name 
in the world. If we fail with that 
boy we wrong that fatner. How the 
mother is building hopes upon the 
boy. She counts the time he must 
stay in school, and remembers the 
hour he will be coming home. She 
looks up at the clock from her sew- 
ing and says, “It is John’s reading 
class.” or “He is havingg geography.” 
Many times she creeps softly up- 
stairs, kneels down by a bureau, takes 
out little folded garments, and sobs, 
“I can give up this darling if only 
Johnny grows up good.” We must 
help him measure up to his mother’s 
standard. There are grandparents, 
relatives, brothers and sisters inter- 
ested in the boy. We must enlist 
them in his behalf, we who are en- 
listed in the welfare not of the pupil 
but in John. 

This is the condition that will 
bring forth achievement. We must 
know the boy as he is, as he will be 
if he succeeds, as he must be, if he 
fails. It is said that a sculptor sees 
an angel in every block of marble. 
We must see the perfect, many-sided, 
all-rounded man, prince of opportun- 
ity, master of his own fate. 

John is pulsing with life, buoyant, 
earnest, brave, fearless. He looks 
to the future with dauntless vision., 
He needs sympathetic, thoughtful in- 
struction that will whet his appetite 
for knowledge. He needs vocational 
guidance to train his hand to skill. 
He yearns for optimistic leading. If 
we can so teach the lessons of school 
that he can see his own work forming 
and growing, half of his battle is 
won. He wants to be something and 
to do worthy deeds. 

John has his heroes and emulates 
them. He lives in the present, and 
values life by what it gives him now; 
but he also knows of an imaginary land 
and departs for it from time to time. 
Here he is at school, trying, half un- 
derstanding himself, disliking rules, 
impatient of reproof, anxious to use 
his strength at the dictates of his 
fancy. 

The child-leader must meet John 
with calm temper, sunny outlook, firm 
hand and purposeful will. His fu- 
ture must be made inviting by link- 
ing it to the present, at the same time 
his new knowledge is linked to the 
old. We mnsi know about his occu- 
pations and amusements. He is sell- 
ing papers, alert, sharp, dodging ve- 
hicles, no trouble about arithmetic in 


making change, in grammar while ad- 
dressing customers, or geography 
while on his paper-route. He takes 
lessons on piano or stringed instru- 
ments. What interests John interests 
his leader: The books he reads, the 
pictures he admires, the songs he pre- 
fers, the name of his dog, if he has 
a squirrel, a globe of gold-fish, a rifle 
or bicycle. 

John wishes to be a cadet at An- 
napolis. Any news of the navy thrills 
him, — the flag, the boats, the sea; the 
sailing of Paul Jones — the victories 
of Dewey. A mysterious earnest look 
creeps into his eyes when the battle 
scenes come to his mind. 

John is an artist and loves the 
beautiful in the world about him. He 
has a nice sense of arrangement. We 
must know this temperament to lead 
him, as we chat familiarly of Turner, 
or reverently of Raphael. 

The idle boy needs enthusiasm, the 
one discouraged lacks optimism, the 
dodging boy requires vigilance, the 
wayward lad finds pity, the ambitious 
lad looks for attention, the impulsive 
youngster needs caution, the affec- 
tionate child calls out friendship. And 
John, the all-around, gymnastic, Amer- 
ican boy may be any and all of these 
types in one school year, needing our 
best of head and hand and heart. 

John’s oldest brother enjoys society, 
is light of heart and lithe of limb. He 
cannot be ruled by the Covena.rt 
Scotch code of his stern grandsire. 
John’s second brother is firm, steady, 
substantial; faithful in work, but of 
stubborn disposition and slow temper. 
Will the gentle hand which holds the 
first, hold the second? John’s third 
brother, how we love him! Pleasant 
countenance easy-to-be-influenced dis- 
position, he goes out into the world 
and is led down. There is John, not 
entertaining as the elder brother, not 
set and determined as the second, nor 
winsome and dear as the third, but 
friendly and manly. He meets us 
half way. Boys are men in childhood 
the man’s nature, mastery and herit- 
age are linked with the prattle, play 
and wonder of the child. We best 
succeed when we respect them as 
men and judge them as children. 

To the world’s work, the man’s con- 
flict, our John must go. Shall we not 
do everything to wisely equip and for- 
tify him? Good books, music, pic- 
tures, education, cheery school-rooms, 
willing hands and loving hearts are 
our tools. Constructive work, design, 
modeling and drawing make his days 
worth while. Tales of Rowland. Gus- 
tave Adolphus and Arthur warm his 
ambition. Our own lives in harmonv 
with good, touch him with holy in- 
fluence, and together John and his 
teacher face the world of ultimate 
values with the sure promise of a 
well-directed youth. 

January 17, 1889. Read at a Teach- 
ers’ Meeting in Elgin. 


SEVENTY-SEVEN 

1822 - 1899 . 

% 

I. 

These years began upon the Broad 
Bay shore 

At Bristol in the olden Lincoln- 
shire, 

The sunrise on the surf stirs ever- 
more 

The east is burnished in the dawn’s 
first fire, 

The world in childhood borders close 
to Heaven 

The child is scarcely more than one 
times seven. 

II. 

These years sped on by Bangor's 
western lea 

At Glenburn in the ancient hamlet 
school 

Where winds swept onward through 
the shrub and tree 

And dallied in the forest coverts 
cool. 

Still grew the lad beneath theh dawn- 
ing heaven 

And life was measuring its two times 
seven. 

III. 

The sumac reddened in the copse 
and glade 

The arbutus low trailed o’er rock 
and hill 

The sweet boxberry stirred in sylvan 
shade 

The ivy wandered at its own sweet 
will 

The tamarack sent up its boughs 
to Heaven 

So full of faith is life at three times 
seven. 

IV. 

These years ran on, o’er prairies fill- 
ed with flowers 

In the glad gardens of fair Illinois 

The birds filled all melodious the 
hours 

The sunlight shown in jubilance of 
joy 

The blue Rock River flows beneath 
the Heaven 

And life grows many times the years 
of seven. 

V. 

White angels stir their garments in 
the air 

The daylight has a more estatic 
gleam, 

In all the hallowedness of hushened 
prayer 

He sees the breaking of his tender 
dream. 

Then asphodels point all the way to 
Heaven 

And lilies keep the dream of four 
times seven. 

VI. 

Fair gardens grow to farms of heavy 
grain, 

Tbj? moss-grown cabins stand in 
long decay, 

The power of steam runs breathless 
o’er the plain 

The pioneer is lost in newer day 

He stands half-way upon the road to 
Heaven 

And life runs swiftly on its years of 
seven. 


making change, in grammar while ad- 
dressing customers, or geography 
while on his paper-route. He takes 
lessons on piano or stringed instru- 
ments. What interests John interests 
his leader: The books he reads, the 
pictures he admires, the songs he pre- 
fers, the name of his dog, if he has 
a squirrel, a globe of gold-fish, a rifle 
or bicycle. 

John wishes to be a cadet at An- 
napolis. Any news of the navy thrills 
him, — the flag, the boats, the sea; the 
sailing of Paul Jones — the victories 
of Dewey. A mysterious earnest look 
creeps into his eyes when the battle 
scenes come to his mind. 

John is an artist and loves the 
beautiful in the world about him. He 
has a nice sense of arrangement. We 
must know this temperament to lead 
him, as we chat familiarly of Turner, 
or reverently of Raphael. 

The idle boy needs enthusiasm, the 
one discouraged lacks optimism, the 
dodging boy requires vigilance, the 
wayward lad finds pity, the ambitious 
lad looks for attention, the impulsive 
youngster needs caution, the affec- 
tionate child calls out friendship. And 
John, the all-around, gymnastic, Amer- 
ican boy may be any and all of these 
types in one school year, needing our 
best of head and hand and heart. 

John’s oldest brother enjoys society, 
is light of heart and lithe of limb. He 
cannot be ruled by the Covena.rt 
Scotch code of his stern grandsire. 
John’s second brother is firm, steady, 
substantial; faithful in work, but of 
stubborn disposition and slow temper. 
Will the gentle hand which holds the 
first, hold the second? John’s third 
brother, how we love him! Pleasant 
countenance easy-to-be-influenced dis- 
position, he goes out into the world 
and is led down. There is John, not 
entertaining as the elder brother, not 
set and detei'mined as the second, nor 
winsome and dear as the third, hut 
friendly and manly. He meets us 
half way. Boys are men in childhood 
the man’s nature, mastery and herit- 
age are linked with the prattle, play 
and wonder of the child. We best 
succeed when we respect them as 
men and judge them as children. 

To the world’s work, the man’s con- 
flict, our John must go. Shall we nor 
do everything to wisely equip and for- 
tify him? Good books, music, pic- 
tures, education, cheery school-rooms, 
willing hands and loving hearts are 
our tools. Constructive work, design, 
modeling and drawing make his days 
worth while. Tales of Rowland. Gus- 
tave Adolphus and Arthur warm his 
ambition. Our own lives in harmonv 
with good, touch him with hoiy in- 
fluence, and together John and his 
teacher face the world of ultimate 
values with the sure promise of a 
well-directed youth. 

January 17, 1889. Read at a Teach- 
ers’ Meeting in Elgin. 


SEVENTY-SEVEN 

1822 - 1899 . 

% 

I. 

These years began upon the Broad 
Bay shore 

At Bristol in the olden Lincoln- 
shire, 

The sunrise on the surf stirs ever- 
more 

The east is burnished in the dawn’s 
first fire, 

The world in childhood borders close 
to Heaven 

The child is scarcely more than one 
times seven. 

II. 

These years sped on by Bangor’s 
western lea 

At Glenburn in the ancient hamlet 
school 

Where winds swept onward through 
the shrub and tree 

And dallied in the forest coverts 
cool. 

Still grew the lad beneath theh dawn- 
ing heaven 

And life was measuring its two times 
seven. 

III. 

The sumac reddened in the copse 
and glade 

The arbutus low trailed o’er rock 
and hill 

The sweet boxberry stirred in sylvan 
shade 

The ivy wandered at its own sweet 
will 

The tamarack sent up its boughs 
to Heaven 

So full of faith is life at three times 
seven. 

IV. 

These years ran on, o’er prairies fill- 
ed with flowers 

In the glad gardens of fair Illinois 

The birds filled all melodious the 
hours 

The sunlight shown in jubilance of 
joy 

The blue Rock River flows beneath 
the Heaven 

And life grows many times the years 
of seven. 

V. 

White angels stir their garments in 
the air 

The daylight has a more estatic 
gleam. 

In all the hallowedness of hushened 
prayer 

He sees the breaking of his tender 
dream. 

Then asphodels point all the way to 
Heaven 

And lilies keep the dream of four 
times seven. 

VI. 

Fair gardens grow to farms of heavy 
grain, 

Thp moss-grown cabins stand in 
long decay, 

The power of steam runs breathless 
o’er the plain 

The pioneer is lost in newer day 

He stands half-way upon the road to 
Heaven 

And life runs swiftly on its years of 
seven. 


VII. 

The wand rock maples shade his roof- 
tree gate, 

And orioles are hidden in the 
leaves, 

A group of children for his coming 
wait 

And one a crown of fair, white 
clover weaves. 

Two girls outstrip him on his way to 
Heaven, 

Two gold haired boys too young to 
number seven. 

VIII. 

In still lone hours of the sequestered 
night 

He croons a cradle-song in accents 
low 

Forgetting that within the stars’ still 
light 

They are asleep in silent, covered 
row. 

They prattle at his feet — it seems 
like Heaven 

One year or two. Silence. A Sab- 
bathed seven. 

IX. 

His grown up sons reach out in man- 
hood’s strife 

They stand and call in school or 
trade or mart, 

In their young strength he sees his 
younger life 

In their endeavor claims a father’s 
part, 

He stands at age at borderland of 
Heaven 

Eleven are the years in times of 
seven. 

X. 

Full seven are the colors in the bow 

That spans the sky in cease of 
angered storm, 

Full seven were the churches long 
ago, 

And candlesticks and stars of One 
Fair Form 

Who whispered from the galleries of 
Heaven 

Commissions to the saintly churches 
seven. 

XI. 

Within the breastplate of the holy 
priest 

Where gleaming jewels flashed in 
golden light 

The seventh shown, its beauty all 
released, 

An amber jacinth, blue and boon 
and bright. 

Within the jeweled walls of visioned 
Heaven 

The chrysnlyte shown as the jewel 
seven. 

XII. 

The seventy of Jacob journeyed down 

To Egypt in the pleasant Goshen- 
land 

Presaging of a nation of renown 

Who should come forth with mighty 
power of hand 

They long-time toiled beneath a silent 
Heaven 

The sons of him who lovingly toiled 
seven. 


XIII. 

The seventy of Israel were named 

To bear the weight of justice right- 
ly done, 

Down dusty dynasties of time, weul- 
famed, 

A goodly heritage their faith hath 
won. 

Allotted unto man from God of 
heaven 

Are fruitful years which run to ten 
times seven. 

XIV. 

The seventy hath kept a meaning 
deep 

Of full completenes in the tides of 
years. 

The seven marks its measured path 
to keep 

Its euchariest as oft the Sabbath 
nears, 

Their numbering is grouped in earth 
and heaven 

The seventy in love, in light the 
seven. 

XV. 

These seventy fair years of man- 
hood’s life 

Have run their journey to the bor- 
derland. 

Have taught the song, the sob, the 
psaJ’.m of strife, 

The hope the cheer of loyal heart 
and hand. 

The palms of Elim shade the skies 
of Heaven 

Each morn that breaks dawns on a 
Sabbath seven. 

XVI. 

These seven added years are added 
might — 

They near the rainbow, candlestick 
and stars, 

The shimmering gleam on the walls 
of light 

The dreams of youth across the 
litten bars. 

The fulll, completer love of One in 
Heaven 

Who holds at eve the seventy and 
seven. 


Ode for my father’s seventy-seventh 
birthday anniversary, April 22, 1899. 


THE KING OF THULE. 


Johann Wolfgang von Goethe, 
1749 - 1832 . 

Across the wave in the far Thule 
Mourned a king in his faithfulness. 
As his hand in its light caress 

Upheld the gift of a vanished day. 

From out this goblet of far Thule 
Did he quaff of his richest wine, 
And a tear as a pearl did shine 

At thought of one in a vanished day. 

\ 

Across the wave in the far Thule 
For the king in his faithfulness 
Beckoned Death. In his last dis- 
tress 

He held the gift of a vanished day. 

In golden goblet of far Thule 
Did he quaff to a memory. 

Then afar and afar to sea 

He flung the gift of a vanished day. 


MARY WEBB. 


And see! a little baize hand-carriage 
rolling 

Adown the village lane, 

A helpless happy cripple therein 
strolling, 

And chanting a refrain. 

In chastisement of love that sendeth 
sorrow, 

In ministry of pain, 

The sweet face smiles, as linen samp- 
lers borrow 

The scents where mint has lain. 

The poor, bent body is a fragile 
palace 

To hold a soul so strong. 

As in still streams a water-lily chalice 

Doth hold the day-light long. 

Beside the fevered brow her frail 
hand tarries 

To smooth the pillow white, 

By widowed hearth on rock-path o’er 
the quarries 

It trims the death-watch light. 

And see! The littile baize hand-car- 
riage creeping 

Among the fettered bars. 

A song, the prison-cells its echoes 
keeping, 

To murmer to the stars. 

Not only daily need that pressing 
finds her 

This dear one soothes with care. 
Fo;r woman where-tso-e’er (the hard 
gyve binds her 

God’s pity listeth there. 

From Bengal’s darkened shore, o'er 
distant waters 

The cry of heathen came, 

And from the bush the hosts of dark- 
browed daughters 

Behold the living flame. 

» 

All seasons claim, all kinds of wind 
or weather, 

The gift, the dole, are hers, 

That mission-zeal may bind in love 
together 

The Lord’s lost worshippers. 

“The earth doth hear. The long, lone 
silence endeth,” 

The gospel’s herald saith, 

For the evangel sent in love tran- 
scendeth 

This helpless woman’s faith. 


Mary Webb was the first secretary 
of the Boston Female Society, for 
Missionary purposes, founded in 1800. 











































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ENTRANCE GATES OF NORTHERN ILLINOIS STATE NORMAL SCHOOL, DE KALB, ILLINOIS 






PROGRAM OF DAILY WORK 


The F all Term from Sept. 12, 1899 
to Dec. 21. 1899 

Dewey’s Psychology, Dr. John W. 

Cook. 

Halleck’s Psychology and Psychic 
Culture, John A. H. Keith. 

Pancoast’s American Literature, Ed- 
ward C. Page. 

Coulter’s Plant Relations, Fred L. 
Charles. 

Teaching in Practice School direct- 
ed by Dr. Charles McMurry: 

(a) Longfellow’s “Evangeline.” 

(b) Hawthorne’s “The Great Stone 

Face.” 

Shakespeare’s “The Merchant of 
Venice,” Miss S. D. Hoaglin. 


Sept. 13. — Discussion of the nature 
of Psychology. In the second hour 
class we began study of the brain; — 
Mr. Page discussed literature in gen- 
eral; — No Wednesday class in Biol- 
ogy ; — Taught ‘ ‘Evangeline” ; — Read 
in “The Merchant of Venice.” Tennis 
Association organized. 

Sept. 14. — Read a fine article in 
Sept, number of Harper’s Magazine; 
— The nervous system; — Literature 
portrays the life of a people; — • 
Thursday is Laboratory Day in Biol- 
ogy; — Taught “Evangeline”; Read 
Shakespeare. 

Sept. 15. — Consciousness; — Proto- 
plasm; — Discussion of American liter- 
ature; — Friday is recitation day in Bi- 
ology; — Taught “Evangeline; — Read 
Shakespeare. We are to play “The 
Merchant of Venice,” I am to be An- 
tonio. Henry is to be Bassanio. Hand- 
ed in plan-book to Dr. McMurry in 
Room 8. 

Sept. 18. — Introspection; — Study 
period; — Our complete intellectual in- 
dependence; — Field notes on an Alga, 
— Taught Evangeline; — Read Shakes- 
peare; — Got plan-book before eight 
o’clock a. m. 

Sept. 19. — We are referred to Lloyd 
Morgan’s ‘“Comparative Psychology” 
for teachers; — Mind; — List of refer- 
ence books; — 'Lecture II. by Mr. Char- 
les on ‘‘“The Frog, as a Type Study”; 
— Taught “Evangeline”; Recitation in 
Shakespeare; word drills. 

Sept. 20. — Enity; — Consciousness; 
— List of books on Southern writers; 
— Lecture III. by Mr. Charles, (con- 
tinued);— Taught Evangeline; — Read 
Shakespeare, vowel drill. 

Sept. 21. — Definition; — Unconscious- 
ness; — The American spirit in litera- 
ture; — Field Notes on a Plant So- 
diety ; — Taught Evangeline ; — Read 
Shakespeare, drill in correct pronun- 
ciation. 

Sept. 22. — Very rainy. Dedicatory 
exercises in the gymnasium. Misses 
Minetta Roe and Elcie Lott called. 

Sept. 25. — Sensation; — Study per- 
iod; — Virginia and its authors; — Field 
Notes on a Maple; — Got plan-book. 
Taught Evangeline; — ; — Read Shakes- 
peare, oral drill. Mrs. Dr. Everett 
formerly Gussie Jones, called, adding 
a bit of cheer to a bright day. 

Sept. 26. — The Soul; — Law of Rela- 
tivity; — The Puritans and New Eng- 
land; — More work on a Maple; — 
Taught ‘‘Evangeline”; — Read Shakes- 
peare. History of Venice. 


Sept. 27. — Two forms of Motion; — 
Laws of Attention;— Macaulay’s “Es- 
say on Milton; — Lecture IV. by Mr. 
Charles on “On Classification”; — 
Taught ‘‘Evangeline”; — Read Shakes- 
peare; drill in clear expression. 

Sept. 28. — (Sensations, general and 
special; — In the second hour class we 
had Factors of sensation today; — Mr. 
Page discussed John Smith, present- 
ing the history of his period; — 'Write 
up notes on a Maple; — Taught “Evan- 
geline”; Read Shakespeare; study of 
the vocal organs. Miss Martin came 
over and we studied “Dewey” for an 
hour. 

Sept. 29. — Independence of mind 
and matter; — Weber’s Law, and Out- 
line chapter II. in Halleck; — Brad- 
ford’s “History of New England”; 
Anne Bradstreet’s poem on “Contem- 
plations” read in class. This writer 
was my ancestress through Mary. 
Daniel M., Daniel, Henry, Simon, Si- 
mon, John and to Anne Bradstreet; — 
The Sugar Maple; — Taught “Evange- 
line,” handed in plan-book; Read 
Shakaspeare, phonic drill. 

Oct. 2. — Sensation; — Study period 
the second hour; — Selections from 
"The Hackberry, the Red Maple; — 
Got pilan-book; — Taught “Evange- 
line”; Read Shakespeare, word drill. 
Mrs. Switzer and Mrs. McMurry call- 
ed, making a little added cheer to 
my afternoon of study. Elsie Horn 
came to see me, and chatted away 
gayly over the practice school work. 

Oct. 3. — Occasion. Light; — In the 
second hour class we discussed p. 62 
of the text;— Mr. Pgge discussed 
Franklin and presented the history 
of his period; — Began work on Burs; 
— 'Studied the cocklebur; — Taught 
“Evangeline” ; — Read Shakespeare ; 
breathing exercises emphasized. 

Oct. 4. — Quality; — How Fechner 
states Weber’s Law; — I read Frank- 
lin’s ‘‘Autobiography” again with con- 
tinued pleasure; — Studied the Bur- 
dock; — Taught “Evangeline; — Read 
Shakespeare; drill for tone. Mrs. 
Mary Self called on behalf of the M. 
E. church. 

Oct. 5.— (Undifferentiated sensation; 
— Visual sensation; — Remonstrance 
and Resistance to England. Mr. Page 
emphasizes the geography and his- 
tory of the country, as aids in under- 
standing the literature; — Studied the 
Beggar’s Tick;; — Taught “Evange- 
line”; — Read Shakespeare; word drill. 

Oct. 6. — Touch; — 'Outline Chapter 
III. in Halleck; — Paine’s “Crisis”; — 
I put five hours’ study on the three 
burs mentioned; — tHanded in plan- 
book ; — Taught “Evangeline” ; — Read 
Shakespeare; special study of An- 
tonio ; 

Oct. 9. — Weber’s Law; — Study per- 
iod ; — Groups of early writers ; — Irving 
and Addison assigned for tomorrow; 
—Studied the Milkweed; — Got plan- 
book; — Taught ‘‘Evangeline” ; — Read 
Shakespeare; wrote out character of 
Antonio. Miss Crosby came in to 
speak about the school paper. 

Oct. 10. — The local sign;— Made a 
list of words expressing peasure and 
pain. Noticed what differences in 
bodiy attitude we can observe in ex- 
pressing a list of monosyllables, as 
joy. pain, etc; — Irving; — Studied the 
Thistle; — Taught Evangeline; — Read 
Shakespeare; word drill. 


Oct. 11. — Discussion of text; — Made 
list of dissyllables and reported suc- 
cess of trial to the class; — Cooper 
and Scott; — Lecture V. by Mr. Char- 
les on “Value of Biology as a Study”; 
— Taught “Evangeline” reviewed ge- 
ography of poem; Read Shakespeare; 
distinct articulation. Lela and Wal- 
ter Newcomer came in to see Henry 
and me, and talk about home friends. 

Oct. 12. — Muscular sensation; — 
Made list of trisyllables and reported 
success of trial to the class; — 'Coop- 
er’s romances of the sea; — Worked on 
self-dispersing plants; — Taught Evan- 
geline; — (Read Shakespeare, look up 
references; phonic drill. 

Oct. 13.— Odors; — Discussion of 
text. Handed in list of words express- 
ed in bodily attitude; — The Leather 
Stocking Tales;— Studied Coulter’s 
text; — Handed in plan-book; — Taught 
“Evangeline,” reviewed history of 
poem — Read Shakespeare; word drill. 

Oct. 16. — The known world; — 1. 
What is the function of memory in 
our mental life? Worked on prepara- 
tion of this at my study period; — Em- 
erson and Thoreau;— Took up the 
light relation of an oak tree; — Got 
plan-book ; — Taught “Evangeline” ; — 
Read Shakespeare; reading aloud in 
preparation period. 

Oct. 17. — Actual knowledge; — II. 
What is memory; — Emerson and Car- 
lyle; — Mr. Charles gave us a type- 
written outline of an oak tree; — 
Taught ‘‘Evangeline,” let pupils illus- 
trate poem;— jRead Shakespeare. The 
tennis tournament opened. 

Oct. 18. — Assigned topics; — III. Phy- 
sical basis of conscious memory; — 
“Representative Men” and “Heroes 
and Hero Worship”; — Studied the 
Black Oak, Red Oak; — Taught “Evan- 
geline”; — Read Shakespeare. Studied 
Antonio’s part. 

Oct. 19. — 'Assigned topics; — IV. An 
image;— Emerson and Transcendent- 
alism; — Studied the Black Walnut; 
Taught “Evangeline”; — Read Shakes- 
peare; drill in phonics; studied An- 
tonio’s part. 

Oct. 20. — Assigned topics;— V. Mem- 
ory images; — No class the teacher is 
in Chicago; — The light relation of the 
pine tree; — Handed in plan-book; — 
Taught Evangeline, worked on biog- 
raphy of Longfellow; — Read Shakes- 
peare, memorized Antonio’s part; — 
Attended meeting of the Board of 
Managers of the school paper. The 
name "Northern Illinois” was chosen. 
Miss Hoaglin and Miss Parmalee call- 
ed making pleasanter my study eve- 
ning. 

Oct. 23. — Printed questions; — .Study 
period; — (Bryant and Taylor; — Mr. 
Charles gave us a type-printed out- 
line of a pine tree; — Got plan-book; 
— Taught Evangeline, worked on bi- 
ography; Read Shakespeare. Recital 
this evening. 

Oct. 24. — Type-written topics; — 
Pour powers implied in remembering; 
— Bryant; — Studied the White Pine 
tree ; — Taught “Evangeline” ; — Mem- 
orized Antonio’s part in Shakespeare. 

Oct. 25.t— Type-written outline; — I 
wrote out the characters in Shakes- 


peare’s “Anthony and Cleopatra” as 
a test of memory Longfellow; — Lec- 
ture VI. by Mr. Charles on “The 
Scope of Biological Study”; — Eco- 
nomic value of trees; — Taught “Evan- 
geline”;— Read Shakespeare, memor- 
ized Portia’s plea for mercy. Attend- 
ed meeting, Yellow and White were 
chosen for school colors, olive green 
for the Ellwoods. royal purple for the 
Gliddens. 

Oct. 26. — Type-written outline; — I 
wrote out the incidents in Act I, 
Scene 1, of “The Merchant of Ven- 
ice,” as a test of Memory; and Out- 
lined Chapter V, of Halleck; — Long 
fellow’s work about the Indians and 
much history of the race;- — Litera- 
ture of pine trees; — Taught ‘‘Evan- 
geline”; — Read Shakespeare. Handed 
in plan-book; no time tomorrow. Very 
rainy weather. 

Oot. 27. — No classes today. It is 
State Teachers’ Meeting. Type-writ- 
ten outline; — Mr. Keith is giving us 
type-written lists of topics and ques- 
tions; — No classes, but careful re- 
views for Monday. Read “Evange- 
line”; — Read Shakespeare. Attended 
part of the teacher’s meeting; con- 
tinued rain. Tomorrow night the Ell- 
woods give their first program. 

Oct. 30. — Processes of knowledge; 
— Study period; — Three potentialities. 
Longfellow, Holmes and Lowell; — 
The Pine continued, the Balsam Fir; 

• — — G/ot plan (book; — Taught '‘Evan- 
geline”; — Read Shakespeare. 

Oct. 31. — Reviews; — Discussion; — 
Hawthorne; I outlined “The Gorgon’s 
Head”;— Further work on trees; — 
Taught ‘‘Evangeline”; — Read Shakes- 
peare. 

Nov. 1. — Language and sound; — 
Different kinds of memory; — The 
Puritan poet Milton, the Puritan alle- 
gorist Bunyan, the Puritan romancer 
Hawthorne; — Study of birds; — 
Taught “Evangeline”; — Read Shakes- 
peare. 

N ov. 2. — -Redintegration ; —Sequence 
of ideas; — Holmes’ prose; — Study of 
birds ; — Taught “Evangeline” ; — Read 
Shakespeare. 

Nov. 3. — Two classes of minds; — 
Discussion of perception; — Holmes’ 
verse; copied last lecture; — Taught 
“Evangeline”;- — Read Shakespeare; — 
Handed in plan-book. The tennis 
tournament closed. 

Nov. 6. — Value; — Study period; — 
Halmes and Lowell; — Some reading 
on birds; — Taught ‘‘Evvanvgeline”; — 
Read Shakespeare; — Got plan-book. 

Nov. 7. — -Selection ; — Association ; — 
Lowell as a critic; — Study of Ameri- 
can Barn Owl;— Taught “Evange- 
line”; — Read Shakespeare. 

Nov. 8. — -Attention; — Law of Con- 
tiguity; — The Abolition movement and 
history of the period; — Study of owls; 

— Taught “Evangeline”; — Read 
Shakespeare. 

Nov. 9. — Type-written topics; Al- 
pnabetic sequence; — Whittier, the 
poet; — Thorough review of Coulter’s 
text ; — Taught “Evangeline” ; — Read 
Shakespeare. 

Nov. 10. — Type-written topics; Cere- 
bal contiguity; — Lowell compared 


with Browning and Tennyson; — Con- 
tinued review of Coulter’s text; — 
Handed in plan-book; — Taught “Evan- 
geline”; — Read Shakespeare. The 
tirst football game was played in 
which Henry took great interest. 

Nov. 13. — Type-written topics; Study 
period; — Hawthorne compared with 
Ruskin and Eliot; — Study of Screech 
Owl and Sparrow Hawk; — Got plan- 
book; — Taught ‘‘Evangeline”; — Read 
Shakespeare. 

Nov. 14.— Type-written topics;— Au- 
tomatic sequence; — Emerson compar- 
ed with Carlyle; — Research essay on 
“The Ostrich” handed in; — Taught 
“Evangeline” ; — Read Shakespeare. 

Nov. 15. — Type-written topics; — Sev- 
eral laws; — Fiske compared with 
Gladstone; — Lecture VII. by Mr. 
Charles on “The History of Biology”; 
— Taught “Evangeline” ; — Read 
Shakespeare. 

Nov. 16. — Outline for Processes of 
Knowledge; — More laws;— American 
oratory; — Some references on Cray- 
fish. Taught ‘‘Evangeline”; — Read 
Shakespeare. 

Nov. 17. — Reasoning; — Continuation 
of laws; Anti-slavery literature and 
history of the period; — Lincoln; — 
Reading on Crayfish; — Handed in 
plan-book ; — Taught “Evangeline” ; — 
Read Shakespeare. The first school 
sociable. 

Nov. 20. — Positive conditions. We 
are to read Emanuel Kant on “The 
Critique of Pure Reason”; — (Study 
period; — History and Historians; — 
Some references on Mussel; — Got 
plan-book ; —Taught “Evangeline” ; — 
Read Shakespeare. 

Nov. 21. — Retention; — Wrote out 
answers to question 22 in part V of 
Halleck; — Southern Literature since 
the Civil War and much history of 
the period of reconstruction; — Read- 
ing on Mussel; — Taught “Evangeline” 
— Read Shakespeare. 

Nov. 22. — Theories; — Outlined Chap- 
ter VI of Halleck text; — Poe’s poetry; 
—Some references on Earthworms; — . 
Taught Evangeline; — Read Shakes- 
peare. 

Nov. 23. — Conscience; — Answered 
type-written questions ; — Poe’s stories ; 
‘‘The Black Cat”; — Some reading on 
Earthworms ; — Taught “Evangeline” ; 
Read Shakespeare. 

Nov. 24. — Perception;— Invitation to 
a social meeting of the editors of the 
school paper; — Type-written topics; — 
Poe’s “The Gold Bug”; — Studied live 
crayfish; — Handed in plan-book; — 
Taught “Evangeline”; — Read Shakes- 
peare. The second football game was 
played with Rochelle and tied. 

Nov 27— The Faculties; — Study 
period; — Lanier; — Studied live Mus- 
sels;— Got plan-book;— Taught “Evan- 
geline”; — Read Shakespeare and 
references. 

Nov. 28. — Interesting psychology 
class. Mrs. Cook and Mrs. Page visit- 
ed us and manifested much interest 
in “How we remember.” — 'Outlined 
Chapter VI;— Taylor;— Studied live 
Earthworms ; — Taught “Evangeline” ; 
each pupil has memorized a dream 
picture; — Read Shakespeare. Miss 
Hoaglin spends a great deal of time 
on expression each period. 


Nov. 29. — Metaphors; — Reviewed 
text and topics to Chapter VII; — Tay- 
lor’s translation of Faust; — Reading 
in Coulter’s Text; — Handed in plan- 
book; — Heard pupils recite passages 
from “Evangeline; Recited extracts 
from Shakespeare. 

Nov. 30. — Thanksgiving recess. 
Drilled my pupils for a Program in 
which they gave Dream Pictures iron 
‘‘Evangeline.” Dr. McMurry spoke 
a few kind words to me about help- 
ing him so willingly with the pro- 
gram. We will close our work in 
“Evangeline” and take up Haw- 
thorne’s “The Great Stone Face.” 
We shall have the same fine oppor- 
tunity to correlate nature study and 
literature. Father brought me a guide- 
book of the White Mountains from 
his trip in 1885, and 1 can get geo- 
graphical data to make the story in- 
teresting. 

Saturday evening Mr. and Mrs. 
Switzer assisted Dr. and Mrs. Mc- 
Murry in entertaining several of the 
students. I had an enjoyable evening. 
Met the youngest McMurry baby, 
Miss Dorothy. 

Dec. 4. — Class met in the Lecture 
room. Imagination; — Study period 
spent in careful review; — Some dis- 
cussion and other reviews; — Lecture 
VIII by Mr. Charles on “The Cray- 
fish” ; — Got plan-book; — Taught “The 
Great Stone Face”; Rehearsed Shakes- 
peare. 

Dec. 5. — 'Continuation of yesterday’s 
discussion; Outlined Chapter VII in 
Halleck’s text; — -Whitman; Appen- 
dages of a Crayfish; — Taught about 
"Ernest”; Rehearsed Shakespeare. 

Dec. 6. — How we think? — A com- 
plete image;— Howells and James; — 
Appendages of a Crayfish; — Taught 
about the White Mountains; — 'Road 
Shakespeare. The Laboratory was 
opened. 

Dec. 7. — We imagine by perceiving 
and remembering; — How we imagine; 
— American W omen W riters ; — Taught 
geography of reading lesson; drew 
map; — Read Shakespeare. 

Dec. 8. — How we get the meaning? 
— Topics; — Women writers; — Exter- 
nal morphology of a Crayfish; — 
Taught “The Great Stone Face”; — 
Handed in plan-book;— Read Shakes- 
peare. 

Dec. 11. — How we define? Study 
period ; — W omen writers ; — External 
morphology of a Crayfish; — Got plan- 
book; — Read references in library; — 
Taught the next character in read- 
ing; — Read Shakespeare. 

Dec. 12. — Assigned topics; — Out- 
lined chapter VIII in Halleck; — 'Wom- 
en writers; — The first type study. The 
Frog; — Taught reading class; — Read 
Shakespeare. 

Dec. 13 — What is Truth? — Various 
experiments; — Women writers; — The 
Frog, continued ; —Taught reading 
class; have much actual reading; — 
Read Shakespeare. 

Dec. 14. — Doubt; — Assigned topics; 
— Stedman; — The Frog, continued; — 
Taught reading; — Read Shakespeare. 
Exercises for Washington. 


Dec. 15. — Reasoning;— Assigned top- 
ics; — Twain and Hart; — The second 
type study The Bird; — Handed in 
plan-book; — Taught reading; Read 
Shakespeare. 

Dec. 18. — Rational thought; — Study 
period; — List of forty-five questions 
for oral review; got ten tonight; — 
The Third type study .The Crayfish; 
— Got plan-book; — Taught reading; — - 
Read Shakespeare, practiced vocal 
drills. 

Dec. 1 9. — Pact; — Outlined chapter 
IX in Halleck, and reviewed; — Ques- 
tions 10-20; — The Crayfish; — We met 
at my rooms after school and bound 
our reading work booklets; Practiced 
for clear expression; Read Shakes- 
peare. 

Dec. 20. — ’Science; — Topics on chap- 
ter IX in Halleck and reviewed; — 
Questions 30-45; — The Crayfish; — Re- 
viewed reading work;- — Rehearsed 
Shakespeare. Gave the play before a 
few observers. 

Dec. 21. — Oral review;- — Test; — Re- 
view and final questions; We have 
had eight lectures, made five plates; 
recited fifteen hours; laboratory work 
of sixty hours; studied specimens of 
frogs in formalose, mounted birds, 
and live crayfish. We made early 
morning trips for bird notes. We 
have had Saturday excursions and 
field trips. Examination. 

Dec. 22. — Written examination; — 
examination ; — examination. 


PROGRAM OF DAILY WORK 


The Winter Term from Jan. 2, 1900 
to March 22, 1900 

Dewey’s Psychology, Dr. John W. 
Cook. 

Teaching in Practice School direct- 
ed by Dr. Charles McMurry. 

(a) Second Hour Grammar. 

(b) Third Hour Grammar. 
Hinsdale’s American Government, 

Edward C. Page. 

Shakespeare’s “Macbeth” and Mil- 
ton’s Minor Poems, Dr. Frederick B. 
Lindsey. 

Themes, Dr. Lindsey. 


Jan. 2. — The Haish Library was 
opened. An informal talk on Knowl- 
edge; Taught second hour grammar 
class; and third hour grammar class. 
A thought comprises three ideas; — 
We are to follow Hinsdale’s text; — 
Met in room 32 and decided which 
play of Shakespeare to study — Mac- 
beth; and Milton’s Minor Poems. The 
new teacher came. 

Jan. 3. — Knowing; — Taught, a sen- 
tence; — Some examination of Hins- 
dale’s text; — The class will meet in 
room 33 permanently. We were ad- 
vised to get Arden editions of Mac- 
beth for notes and glossary; — Civics; 


— Usage of words will be listed in 
several plays and compared as the 
class proceeds; — Read “Macbeth” in 
Lamb’s “Tales.” We are referred to 
Lamb, Mrs. Jameson, Dowden, Hugo, 
de ten Brink, Gervinus. Rolfe, Abbot 
and Corson for the term. 

Jan. 4. — Intuition; — Sentences 
change; — ‘Civics; — Dr. Cook said in 
the psychology class that “Macbeth” 
was full of psychology and that while 
we were reading the play with Dr. 
Lindsey we w r ere advised to be on the 
lookout for the psychology in it; — 
The dependence of America upon 
British law and government; p. 47 of 
text. 

Jan. 5. — Stages of intuition; — Sen- 
tences dependent on thought; — Hand- 
ed in plan-book; — Civics and much 
historical data; — Act I, sc. 1. similar 
usage of words compared with Henry 
IV. and King John III; — Ahe differ- 
ence between British and American 
colonial thought; Read in Baedeker’s 
“Great Britain” pp. 243-7 about Strat- 
ford and Warwickshire. 


SECOND HOUR CLASS, GRAMMAR. 

Roll Division I. Seventh Grade. 

Ashcraft, Elzie — left school. 

Balcom, Bertha — left school. 

Chambers, Robert 

Conlin, Harry 

Feehan, Ita 

Graffam, Arthur 

Hamilton, Gale 

Martinson, Leo 

Lundberg. Rex 

O’Connor, James 

Rolfe, Ray 

Smick, Walter 

Stevens, Daisy 

Wiltse, Charlie 

Uehlin, Minnie 


THIRD HOUR CLASS GRAMMAR. 
Roll. Division 2. Seventh Grade. 
Anderson, Alfred 
Condon, Andrew 
Davy, Percy 
Duncan, Eddie 
Evans, Lloyd 
Fisk, Perry 
Fuller. Claude 
Hilliker, Fred 
Hope, Wilbur 
Horan, Sallie 
Horrigan, Katie 
Jackson, Llewellyn 
Kaesser, Willie 
McMenamin, James 
Nelson, Ida 
Olson, Chester 
Robertson, George 
Shoop, Ross 
Whitmore, Leon 
Wilder, Louise 
Wiltberger. Laura 
Jan. 8. — Discussion of Tennyson’s 
“Flower in the crannied wall”; — Got 
plan-book; — Taught the declarative 
sentence; — Illustrative lesson on The 
Weather Map by Miss Adda White; — 
Studied about the confederation; — 
Mr. Lindsey recommended the Vic- 
toria edition of the Globe edition 
which is the standard, as the text is 


complete; — Attended the business 
meeting of the Y. W* C. A. 

Jan. 9. — Self; — Taught the interro- 
gative sentence;— More study on the 
Articles of Confederation; — We must 
decide all questions in the light of 
the text. 

Jan. 10. — Association;— Taught the 
imperative sentence; — 'Miss White 
taught the Weather Map in the Prac- 
tice School; Studied about the early 
congress; — A true drama unfolds be- 
fore the eyes; each scene is an added 
picture; — Attended a Y. W. C. A. 
meeting. Miss Shields gave us an in- 
spiring talk on consecration. 

Jan. 11. — Education;— Taught the 
exclamatory sentence; — Studied about 
other early congresses; — Reviewed 
the New England colonies; The type 
of a township; — We must construct 
the times in which Shakespeare liv- 
ed; Read in Ruskin’s “Stones of Ven- 
ice” for pathetic fallacy. 

Jan. 12. — Order in the Universe; — 
Taught review work in sentence; — 
Handed in plan-book; — 'Miss White 
taught about Storms; — Reviewed the 
Middle Atlantic colonies; — Read De 
Quincey’s “Knocking of the Gate.” 
Looked up examples of “pathetic fal- 
lacy.” 

Jan. 15. — Established order; — Got 
plan-book; — Taught the elements of a 
sentence;— Reviewed the southern 
colonies; finished chapter IV; The 
type of a country; — Read in “Mac- 
beth.” Looked up work in Gummere’s 
“Handbook of Poetics.” 

Jan. 16. — Beauty; — Reviewed sen- 
tence work; — Miss White taught 
about Winds; — Studied about the 
House of Representatives; daily study 
of the Articles of Confederation; — 
Read about “Drama.” 

Jan. 17. — How do we feel? Read 
Chapter X; — Review elements of sen- 
tences, giving examples; — Studied 
about the term of office, pay, and dut- 
ies of representatives; — Study of Ar- 
ticles of* Confederation; — Read about 
dramatic unities. Mr. Pearson’s lec- 
ture. It is very rainy. 

Jan. 18. — Formal feeling; — Made a 
study of a definition; — -Corrected pu- 
pil’s note-books, insisted on neatness, 
accuracy and clear penmanship; — 
Studied how representatives are elect- 
ed; The Study of Articles of Confed- 
eration; — Read about Greek drama. 

Jan. 19. — Harmony and discord; — 
Handed in plan-book; — Taught fur- 
ther the elements of a sentence. Gave 
many illustrations; — Compared the 
Senate and House; James Madison 
said “The Constitution was wrung by 
stern necessity from an unwilling peo- 
ple.” — Weaknesses of Articles of 
Confederation; — Read in “Macbeth.” 

Jan. 22. — How we seek? — Got plan- 
book; — Taught the elements of a 
thought. Gave many illustrations; — 
Miss White taught more about 
Storms; — Compared Senators and 
representatives; Need of stronger 
constitution; — Began the “Life of 
Shakespeare” by Sidney Lee. Read 
Stratford-on-Avon in ‘‘Our Hundred 
Days in Europe” by Holmes, pp. 90- 
101 . 


Jan. 23. — When is an object sig- 
nificant? — Taught about a fact; — 
Head the text very carefully; Review- 
ed Chapter VII; Studied p. 456; Read 
in Frank Stockton’s "Buccaneers and 
Pirates”; — 'Continued reading about 
Shakespeare. 

Jan. 24. — Emotions; — Took up the 
attribute; — -Miss White continued 
about Storms; — Some study on the 
power of amendment; — Continued 
reading about Shakespeare. Attended 
meeting of Ionia. 

Jan. 25. — Normal feeling; — Studied 
the attribute of quality; — Why and 
when the Constitution was amended; 
— Read Chapter III and IV in Fiske’s 
“Critical Period”; — Began reading 
about Marlowe. 

Jan. 26.— How we know? — Gave pu- 
pils rules for written work; Miss 
Potter praised the class for their 
books; — Handed in plan-book; — Con- 
tinued study on the amendments; Bi- 
ography of Alexander Hamilton; — 
Compared “Tamburlane the Great” 
with Macbeth. 

Jan. 29. — To number 54 in the type- 
written topics which Dr. Cook gives 
us; Got plan-book; — Taught the at- 
tribute of action and gave many il- 
lustrations; — Studied the amend- 
ments; — Continued comparison. Read 
“Haunts of Shakespeare” in ‘‘Little 
Journeys to the Homes of Good Men 
and Great” by Hubbard, pp. 341-358. 

Jan. 30. — How we adapt ourselves 
to the universe? — Taught the attri- 
bute of condition; — Studied about the 
census; Continued reading of the 
Constitution; Our instructor said 
James Madison was a great construc- 
tive genius;— Compared "The Jew of 
Malta” with "The Merchant of Ven- 
ice.” 

Jan. 31. — Dramatic poetry as a fine 
art. Topics to 69; — Gave pupils a 
written test; Handed in back note- 
books; — Continued study on [repre- 
sentation; — (Finished civics text to p 
124, and Chapter XII; — Continued 
comparisons. 

Feb. 1. — Taste in art. Topics to 
75 1 / 2 ; — Oral test in attributes; — Fur- 
ther study on representation; We 
are to read Fiske’s “Critical Period” 
Chapter VII today; Begin Chapter 
XIII;— Compared ‘‘Dr. Faustus” with 
Coethe’s “Faust.” 

Feb. 2. — Topics to 85; — Tested pu- 
pils to see if they are sure of every 
step; — The Senate; — We took up the 
double nature of the play. 


Feb. 5. — Topics to 95. — Taught the 
difference between the object attri- 
bute and relation. Gave many il- 
lustrations. The term and pay of 
Senators; — The parallelisms in the 
play. Read “Shakespeare” by Bas- 
com in “The Philosophy of English 
Literature” ipp. 117-124. Snowy weath- 
er. 

Feb. 6. — Topics to 104; — Taught the 
simple sentence; examples; — The 
qualifications of Senators; — The bal- 
ance of structure in Macbeth. Read 
“Marlowe” by Backus in “Shaw’s New 
History of English and American Lit- 
erature.” 

Feb. 7.— We received type-written 
discussions about the Will; — Taught 
the compound sentence; examples; — 
Miss White taught about Moisture; — 
Discussion of the vice-president’s 
power; — Special study of the witches. 
Read about “Shakespeare” in same 
volume as ‘‘Marlowe.” Concert by 
Northwestern Glee Club. 

Feb. 9. — The Will; — Oral review; 
commented on note-books to date; — 
Handed in plan-book; — Civics pp. 167- 
170 in text; — Slight sketches of Jon- 
son, Beaumont and Fletcher. 

Feb. 12. — Impulse; — Got plan-book; 
— — The subject; — Illustrative lesson 
on Weather Predictions by Mr. Char- 
les; — -Civics, pp. 170-173 in text; — • 
Slight sketches of Fletcher, Massing- 
er, Ford; — Lecture by Mr. Phillips on 
Abraham Lincoln. 

Feb. 13. — At what age does the 
child enter school; — Written review of 
January’s work;— ^Corrected an ex- 
cellent set of papers; — Miss White 
taught about Weather Predictions;^ 
Civics, pp. 173-176 in text; — The les- 
ser dramatists, Dekker, Middleton- 
Heywood. 

Feb. 14. — How is the child furnish- 
ed when he enters school? — Taught 
more about classes of attributes; — 
Civics, pp. 176179 in text; — Sketch of 
Macbeth. Read “William Shakespeare” 
by Dr. Johnson. 

Feb. 15. — What does the child find 
when he enters school? — Same les- 
son carried out further; — Miss White 
taught about Pebbles; — Illustrative 
lesson in Geography by Miss William- 
son; — Reviewed Chapter XXII to p. 
182 in Hinsdale’s text; — 'Sketch of 
Lady Macbeth. Read ‘‘Tribute to 
Shakespeare” by Milton, pp. 1-5 in 
Swinton’s Studies in English Litera- 
ture.” 


Feb. 16. — Why do we tire? We are 
to read "Power Through Repose”; — 
Handed in plan-book; — Lesson on 
ideas of relation; — Wrote out part of 
debate; — Read to p. 186 in Civics; — 
Studies of Duncan, Banquo, MacDuff. 

Feb. 19. — We are to read “Physi- 
ology of Bodily Exercise” Chapter X; 
— Examined work in note-books, and 
returned them; — Got plan-book; — 1 
Read to p. 193 in Civics; — Read “L’- 
Allegro.” 

Feb. 20. — We are to read Sully’s 
“Hand Book” p. 28-33; — Drill in kinds 
of sentences; — Read to p. 200 in Civ- 
ics; — Worked on “II Penseroso.” Read 
in Marlowe’s ‘‘Dr. Faustus.” 

Feb. 21. — We are to read E. B. 
Tichener’s "Primer of Psychology” p. 
289. 1 am to report on this reading; 

— Further drill in classifying senten- 
ces at sight; — Read to p. 206 in Civ- 
ics; — Studied Figures of speech. Read 
in ‘‘Life of Marlowe.” 

Feb. 22. — We are to read Taylor’s 
,f Study of the Child” Chapter XXII;— 
Rapid oral review, and drill on all 
work covered; — Studied about coin- 
age; — -Rhetorical devices. Read De 
Quincey’s “Knocking of the Gate” in 
Vol. I.. p. 389 of Black’s “Literary 
Theory and Criticism.” 

Feb. 23. — How we control ourselves? 
— Written review; — Corrected papers; 
— Studied about banking systems; — 
Studied Rhetorical devices. Read 
Lamb’s “Tales of Shakespeare-Mac- 
beth.” 

Feb. 26. — Type-written topics; — Dis- 
cussion of papers; answered questions 
asked by class; — Read to p. 211 in 
Civics; — Studied Myths, Fables, clas- 
sical allusions. 

Feb. 27.— Type-written topics; — 
Taught about dependent thought; — 
Some review of the phrase; — Studied 
to p. 215 in Civiccs; — We are to read 
Masson’s ‘‘Milton.” 

Feb. 28.— Dr. Cook was absent from 
class today. Type-written topics; — 
Had pupils practice in changing sim- 
ple sentences to compound; vice ver- 
ssa; Gave rapid oral review; — Read 
to p. 222 in Civics; — Studied lyrics. 


March 1. — How we judge? — What 
the interrogative sentence implies? — 
Some review of the cluase; — Civics to 
p. 229; — 'Studied lyrics. 

March 2.— Being and having; — 
Drilled in the imperative sentence; — - 
Handed in plan-hook; — Civics to p. 
236; — 'Studied “Lycidas.” Lecture by 
three educators from Missouri, Pro- 
fessors Howe, Dearmont., Kirk. Prof. 
DeGamo of Cornell; Dr. McMurry and 
Miss Brooks. 

March 5. — The true and the false; 
Got plan-book; — Taught the construc- 
tion of the sentence as to words, 
phrases and clauses; — Miss White 
taught about Bacteria in Natural Pro- 
cesses; — Civics to p. 242; — “Lycidas.” 

March 6. — How we choose? — Re- 
viewed construction of the sentence, 
and gave many illustrations; — Civ- 
ics to p. 260; — Studied sonnets. 

March 7. — Dr. Cook discussed per- 
sonality; — Pointed out nouns, pro- 
nouns, words, phrases, and clauses in 
sentences at sight; Civics p. 261; — 
Read about the times of Milton. First 
basket ball game in the gymnasium. 

March 8. — Execution; — Continued 
drill of yesterday’s lesson; — Civics p. 
265;- — Read about masks of Shirley 
and Carew. 

March 9. — The Real; — Studied tne 
preposition; — Handed in plan-book;— 
Civics p- 269; — Read part of “Comus.” 

March 12. — The Ideal; — Got plan- 
book;— Discussion of sentences; — 
Read in Bryce; — 'Continued in “Co- 
mus.” 

March 13.— The Real against the 
Ideal; — Wrote outline of a composi- 
tion; — Miss White taught on The Re- 
lation of ’Bacteria to Agriculture; — 
Read in Fiske; — Concluded ‘•Comus.’’’ 

March 14. — Summary; — Further dis- 
cussion of a composition; — Read bi- 
ography of Morris; Reviewed Civics; 

- — Looked up classical references. 

March 15.- — Right; — Gave oral re- 
view; the pupils enjoyed the compe- 
tition in answering quickly and ac- 
curately; — Miss White taught on the 
Bacteria of the Air; — Read sketch of 
Franklin; — -Looked up classical ref- 
erences. 

March 16. — Copy questions on board 
in room 29;— Written review; correct- 
ed papers; — Handed in plan-book; — 
Read sketch of Hamilton; Reviewed 
Civics;— Looked up classical refer- 
ences. Studied earlier and attended 
the contest. “The Yellow and White” 
that Miss Patten used tonight, I wrote 
some days ago at her request. 


March 19. — Type-written topics re- 
viewed ; — Got plan-book ; — Discussion 
of papers; — Miss White taught on 
‘‘Dust and its Dangers”; — Read Mun- 
sey’s Magazine. March, 1900, pp. 792- 
796; — 'Read about Madison; Reviewed 
Civics; — Studied how Milton enrich- 
ed his verse by classical allusions. 

iMarch 20. — Closing discussion on 
conscience; — Returned note-books ful- 
ly orrected; Gave rapid oral review; 
Read articles in ‘‘Federalist; Reviewed 
Civics; — Some review work in “Mac- 
beth.” 

March 21. — Dr. Cook gave us an 
oral test; — Written examination for 
final grade; corrected papers; filed 
grades; distributed note-books; — Re- 
peated preamble to the Constitution; 
Reviewed Civics; Tests in literature. 

March 22. — Examination in Psy- 
chology by Dr. Cook. The end of the 
winter term; — Volunteer recitations, 
‘‘How pupils have enjoyed the term’s 
work?” — Answered questions; — Pre- 
pared for examination in Civics; — 
Examination. 


PROGRAM OF DAILY WORK 

The Spring Term from April 2, 
1900 to June 21. 1900 

Illustrative Teaching, Dr. Charles 
McMurry. 

Rosenkranz’s The History of Edu- 
cation, Dr. John W. Cook. 

Davis’ Physiography, Miss K. P. 
Williamson. 

Laboratory work in Biology, Fred L. 
Charles. 

Reading in Library in American 
History. 

School Law, Swen F. Parson. 

Thesis, Miss Hoaglin. 

April 2. — The story. Read Long- 
fellow’s “The Rainy Day.” Noted the 
external phase of nature ; parallel with 
life- relief in trust, resignation, and 
call to heroism; — Studied heliotrop- 
ism, drew an illustration of my ex- 
periment; — Read a half hour in school 
law. 

April 3. — Vocabulary. Read Holmes’ 
“The Chambered Nautilus”; — Intro- 


ductory lecture on Illustrative work; 
— We are to use “Astronomical Geo- 
graphy” by Jackson; the text is “Phy- 
sical Geography” by Davis. For ref- 
erence work, Tarr; and in geology, 
Scott. To p. 39, Chapter VIII; — Stud- 
ied about geotropism, drew an illus- 
tration of my experiment; — Notes on 
school law. 

April 4. — .Language. Read Longfel- 
low’s ‘-The Goblet of Life.” Why do 
we speak? I outlined this poem. Dr. 
Cook asked me to read it in class; — 
Illustrative lesson on Plans by Dr. 
McMurry; — Handed in plate 1. Plan- 
ets from Tarr p. 5. Studied about the 
solar system; — Began my experiment 
notes; — We are referred to “Domestic 
Animals, Their Relation to Man and 
to His Advancement in Civilization.” 
(Scribner’s); — Read in school law. 

April 5. — Read Whittier’s "Maud 
Muller.” Discussion of reading; — 
Illustrative lesson on Arithmetic by 
Dr. McMurry; — Studied about the 
earth’s axis; Studied and made ex- 
periments; took down notes; — Read 
in school law. 

April 6. — We are to read Prince’s 
“Methods in the Schools in Germany”; 
— Same illustrative lesson; — Handed 
in criticism of illustrative lessons of 
the week; — Plate II. vertical rays on 
June 21st; also the circle of illumina- 
tion; — Studied about seeds; — Read in 
school law. 

April 9. — We are to read Parker’s 
"Talks on Teaching,” 2-9 ; — Illustra- 
tive lesson on Short Lessons by Dr. 
McMurry; — Handed in Plate III. Ver- 
tical rays on March 21st; — We were 
shown a Giant Water bug called 
Belostoma, belonging to the Scorpions. 
It is a bug and not a beetle. We are 
referred to ‘‘Science and Education,” 
Essays by Huxley; Notes on Mr. Par- 
son’s discussion in school law. 

April 10. — We are to read Parker’s 
"Talks on Pedagogics” pp. 188-222; — 
Illustrative' lesson on Science by Dr. 
McMurry; — Plate IV. Vertical rays 
on Dec. 21st. Miss Williamson gave 
us an interesting talk on granite, 
sandstone and fossils; — A bean seed 
is a small plant in a resting stage of 
plant life; — Read in school law. 

April 11. — We are to read White’s 
“Elements of Pedagogy” pp. 219-272; 
— Illustrative lesson on History by 
Dr. McMurry; — Studied in Davis’ 
text; — Commenced Plate I, Bean and 
Pea; — We are referred to Comstock’s 
“A Manual for the Study of Insects”; 
— Read references on school law. 

April 12 — We are to read Putnam’s 
"Manual of Pedagogy” pp. 141-145; — 
Illustrative lesson on Reading by Dr. 
McMurry; — Studied in Davis’ text; — • 
Studied text; — Read about duties of 
Directors and Trustees; Basket ball 
game. The Band plays its first pro- 
gram. 

April 13. — We are to . read St 
Clair’s ‘‘First Years at School” pp. 
28-85; — Illustrative lesson on Arith- 
metic by Dr. McMurry;— Handed in 
Davis’ text; — Continued notes, stud- 
ied text; — Read about duties of 
Boards of Education. Ionia enter- 
tained the new girls. 


April 16. — We are to read Garlick’s 
“A New Manual and Method” pp. 153- 
183; — Discussion of definitions at the 
beginning of our text book; — Illustra- 
tive lesson on Language by Dr. Mc- 
Murry; — Davis 10-22; Tarr 19; Jack- 
son, chap. 3; — Studied change of sea- 
sons; — Read in school law. 

April 17. — W'e are to read Van 
Wie’s ‘‘Methods in the Common 
Branches” pp. 106-119. This is fine. 
We are to memorize p. 2 of Rosen- 
kranz beginning ‘‘Now it is clear — 

— Illustrative lesson on Science by 
Mr. Charles; — Studied about the heat 
equator; — Plate V. Device to show 
circle of illumination; — Davis pp. 29- 
41; Fry p. 21 and charts; Davis’ Me- 
terology pp. 123, 129, 110-111; 134-136; 
93; 116; — Studiied wheat and oat, 
made experiments, began notes; — 
Read in school law. 

April 18. — We are to read Part- 
ridge’s ‘‘Quincy Methods, ”pp. 121-184. 
We are to memorize Rosenkranz p. 
13 beginning “The science of — .” Il- 
lustrative lesson on Geography by Dr. 
McMurry; — Plate VI. Direction of 
Trade Winds; — Watched experiments, 
Plate II, Wheat and Oat; — We are 
referred to Cragin’s “Our Insect 
Friends and Foes”; — Read about dut- 
ies of teachers. 

April 19. — My father’s seventy- 
eighth anniversary. We are to read 
Miss Arnold’s “Waymarks for Teach- 
ers” pp 152-176;- — -Illustrative lesson 
on Reading by Miss Hoaglin; — Range 
of temperature; — Plate VII. High 
pressure; — Studied squash and corn, 
made experiments, began notes; 
watched experiments of ‘‘green things 
• growing”; — -Read about certificates. 

April 20. — Dr. Cook’s birthday anni- 
versary which the school celebrated. 
We are to read Fiitch’s “Lectures on 
.Teajching” ipp. 189-204; — Illustrative 
lesson on Arithmetic by Dr. Mc- 
Murry; — Handed in weekly criti- 
ciisms; — Plate VIII, Relief map of 
India; — Plate III, Squash and Corn; — 
Read about state certificates. I have 
one. 

April 23. — Shakespeare’s supposed 
birthday anniversary. We are to read 
Tait’s “Philosophy of Education” pp. 
350-352; — General meeting for Teach- 
ers led by Dr. McMurry; — India, Pla- 
teau of Thibet; — Read in school law. 

April 24. — My birthday anniversary. 
We. are to read St. Louis Reports. 
1870-1871, pp. 133, 176-177. 225-228. 
What is education? — Illustrative les- 
son on Science by Mr. Switzer; — 
Studied further on India; Three great 
rivers; — Studied about leaves; — We 
are referred to Dewey’s '-Two Hun- 
dred Weeds”; — Read about duties of 
superintendents. 

April 25. — We are to read N. E. A. 
Reports, 1893, p. 176; 1891, p. 572. 
Who is the educated man? — Illustra- 
tive lesson on Grammar by Miss Don- 
ohue; — -Plateau of Deccan; drainage; 
— Further study of the epidermis of 
leaves; — -Read about duties of state 
superintendents. 


April 26. — How far may I do as I 
please? — Illustrative lesson on Read- 
ing by Miss Cooper; — Studied on 
climate; — Made experiments, began 
notes; — Plate IV. showing effect of 
light and shade; — Read about school 
lands. 

April 27. — Grandmother Bradstreet’s 
birthday anniversary. She died in 
1889. The idea of punishment; — 
Handed in weekly criticisms; — 'Stud- 
ied about weather;— -Plate V, a fur- 
ther study of light and shade; — Read 
about school taxes. 

April 29.- — We are to read Balliet’s 
“Some Association Tracks Involved 
in Reading and Spelling’’ p.756; Some 
study about water; — Plate VI, experi- 
ments on seedlings; — Read about 
school elections. 

April 30. — Tension between the real 
and ideal; — General Teacher’s Meet- 
ing led by Dr. McMurry; — Studied 
about density; — Wrote up notes on 
seeds and seedlings; — Read about 
early schools. 

May 1. — Type-written topics; — Il- 
lustrative lesson on Science by Mr. 
Switzer; — Field trip; Miss William- 
son was a delightful guide; — Plate 
VII, Buds, opposite arrangement; — 
We are referred to “Pruning of Trees 
and Other Plants” from the Washing- 
ton department. Read about normal 
schools. The Temple Quartette. 

May 2. — Type-written topics; — Il- 
lustrative lesson on Geography by Dr. 
McMurry; — Studied about waves; — 
Plate VIII, Buds, alternate arrange- 
ment; — Read more about normal 
schools. 

May 3. — Type-written topics; — Il- 
lustrative lesson on Reading by Miss 
Elliott; — Handed in weekly criti- 
cisms; — Studied about tides; — Plate 
IX, Buds, alternate arrangement; — 
Read about* New England schools. At- 
tended class meeting at Miss Mar- 
tin’s rooms. Mr. Page acted in Dr, 
Cook’s place today. 

May 6.— Darwin’s chief principle; — 
Read in library; — Studied about soil; 
—Laboratory notes; Made several ex- 
periments; — Read about European 
schools. 

May 7. — Wundt’s supplement of 
Darwin’s principles; — General Meet- 
ing for Teachers led by Dr. McMurry; 
— Plate IX, coastal plain of eastern 
U. S.; — Plate X, Leaf of Dog-tooth 
Violet; watched experiments, took 
notes; — Read in school law. 

May 8. — Volition; — Illustrative les- 
son on Science by Mr. Charles; — • 
Plate XI, Upper surface of a Bean 
leaf; lower surface; — watched exper- 
iments, took notes; — We are referred 
to “The Codling Moth” Bulletin 142, 
Cornell U.; — Read in school law. 

May 9. — Desire; — Illustrative les- 
son on Geography by Miss William- 
son; — Plate XI. Artesian Wells; — 
Studied Osmosis, watched experi- 
ments, took notes; — Rate of Move- 
ment. From 9 a. m. to 2 p. m. the 
water was forced up 2% inches in 


the glass tube. From 9 a. m. to 5 p. 
m. it rose 3% inches; — Read in 
school law. 

May 10. — Isolated desire; — Illustrat- 
ed lesson on History by Mr. Keith; — 
Handed in weekly criticisms; — Plate 
XII, Waterfall; — Watched experi- 
ments, took notes; From May 7 to 
May 10. in three days the water rose 
4 inches by root pressure;; — Read in 
school law. 

May 13. — ‘Conflict of desire; Illus- 
trative lesson on Arithmetic by Mr. 
Parson; — Studied about mountains; — 
Studied text, Plate XII, Osmosis and 
Root Pressure; — Read in school law. 
Miss Mitchel called, a little chat 
cheers the study evening. 

May 14. — Choice; — General Meet- 
ing for Teachers led by Dr. McMurry; 
— Studied in Davis’ text; — 'Wrote up 
laboratory notes; — Studied school 
law. Miss Sweeney called, to talk 
about Comenius. 

May 15. — Dominant desire; — Illus- 
trative lesson on Science by Miss 
Elizabeth Patten; — Studied in Davis’ 
text; — Made experiments; — Fixed few 
necessary points of school law in 
mind. 

May 16. — Motive is ideal; — Illustra- 
tive lesson on History by Mr. Page; — 
Studied in Davis’ text; — Plate XIII. 
Trillium; — Fix special points of school 
law 1 in mind. 

May 17. — Attention is choice; — Il- 
lustrative lesson on Grammar by Miss 
Potter; — Mr. Ray’s Lecture; — 'Studied 
about a mesa; — Studied about wild- 
flowers; — Read in school law. 

May 18. — 'Review; — Illustrative les- 
son of Reading by Miss Harriet Strat- 
ford; — Studied about volcanoes; — 
Further study of wildflowers; — Read 
in school law. 

May 21. — Type-written t opics ; — Gen- 
eral Meeting for Teachers led by Dr. 
McMurry; — Field trip. Studied about 
wearing banks; — Along the banks of 
the Kishwaukee Creek, we saw the 
formation of a delta, wearing and 
building bank; the talus slope; the 
angle of tributary streams; formation 
of waterfall; a new gully and canyon; 
an old gully; formation of Ox-bow 
Lake, evidences of intermittent 
stream; disintegrated granite fossils 
in limestone, chert, volcanic rocks, 
formation of an island; relation of 
plant life to deposit, formation of a 
bay. lagoon, reef, evidence of an old 
river valley; — Studied text; — Read 
in school law. 

May 22. — Type-written topics; — Il- 
lustrative lesson on Science by Dr. 
McMurry; — Factors of weathering; 
Read about corals in Davis’ text; 
about minerals in Dana’s text, chap. 
I; about rocks in Scott’s text p. 187-9. 
Wirote up notes on trillium to date; 

■ — Examined school text books. Miss 
Mitchell came in to discuss the class 
history. She is a bundle of sunshine. 

May 23. — Type-written topics; — Il- 
lustrative lesson on Drawing by Miss 
Emma Stratford;- — Field trip; — Read 
about stock in Frye’s text p. 135 and 
in International Geog. pp. 853-7; 863- 
899. Test paper on “Mountains”; — 
Plate XIV, trillium leaves to date; — 
More school textts. 


May 24. — Discussion of assignment 
in text; Illustrative lesson on Gram- 
mar by Miss Potter; — Studied about 
valleys; read asignment to Fresbman 
class; Harpers’ Monthly Vol. LXXII, 
1885-86, “Cattle raising on tthe 
Plains”; — Plate XV, Stem and Flower 
of Trillium; — School texts. 

May 25. — Discussion of assignment 
in text; — Illustrative lesson on Arith- 
metic by Miss Donohue; Continued 
study of valleys; read Harpers 
Monthly, Vol. DIX, 1979, “Through 
Texas”; — Studied the Wake Robin; — 
School apparatus. 

May 28. — Discussion of assignment 
in text; — Made an outline for Cakes; 
— Outlined Chapter X in Davis’ text; 
— Studied text; compound microscope 
notes; — School supplies. 

May 29.— Discussion of assignment 
in text; — Illustrative leson on Science 
by Dr. McMurry; — .Plate XIV, Gla- 
ciers; — Studied text; Cladophora; — 
School periodiicals. 

May 30. — Memorial Day. Discus- 
scion of assignment in text; — -Work 
on “The Norther” was completed, and 
books were distributed; — My sister 
Alice came today; must go with her 
to ‘‘The Norther” doings this evening; 
must study tomorrow’s lesons early; 
— Studied Davis’ text; — Plate XVI, 
Cladophora; — Duties of principals. 
Had a half-day holiday. 

May 31. — Education in its general 
idea; Illustrative lesson on Geegraphy 
by Miss Williamson; — Studied Davis’ 
text;- — Laboratory notes; — Read in 
school law. 

June 1. — Nature of education; — Il- 
lustrative lesson on Reading by Miss 
Hoaglin; — Studied glaciers; — Read 
Scott pp. *153-9; Tarr. chap. XVII; 
Davis pp. 324-346; — Notes on Algae 
to date; — Duties of teachers to so- 
ciety. 

June 4 Form of education; — Gen- 

eral Meeting for Teachers led by Dr. 
McMurry; — Studied abcut glaciers; — 
Notes on Spirogyra to date; — Duties 
of teachers to higher education. There 
were several superintendents in the 
classes today. 

June 5. — Limits of education; — Il- 
lustrative lesson on Science by Mr. 
Switzer; — Studied about loess; — • 
Notes on zygnema to date; — Notes on 
school law. 

June 6. — .Subjective and Objective 
limits; — We took field trip number 
3; — Notes on tetraspora to date; — 
Notes on school law. 

Field Notes June 6. Aim: To find 
evidences of a glacier having swept 
over the campus. We saw an inter- 
mittent stream and noticed how much 
it deposits. We found granite groov- 
ed by the ice, and studied an artifi- 
cial bank. The vicinity was an old 
brick yard. The clay is of rocks 


ground together in tiniest particles. 
The soil is weathered rocks from 6 
to 8 in. thick. Nearby was a kettle 
moraine caused by a glacial drift, and 
a bowlder which had been brought 
down from north of Lake Superior, as 
it was very dark. There was quartz 
washed into it. We stopped to see 
theh blackberry bushes in blossom. 
Such a pretty prairie scene with the 
white horizontal branches scarcely 
astir in the breeze. We came to a 
bowlder scratched by the ice, the 
scratches plainly visible. In our 
field trip, Miss Williamson was the 
life of the party and kept us merry 
and watchfful to accomplish the aim 
of the trip. 

June 7. — Examinations; — Illustra- 
tive lesson on Science led by Mr. 
Charles; — Began tree study from out- 
line; — Read Egleston’s ‘‘Arbor Day; 
Its Hitsory and Observance”; — Read 
over our pamphlet on school law. 

June 8. — Examinations; — Illustra- 
tive lessons on Arithmetic by Miss 
Parmalee; — I planned to go to the 
picnic at Byron tomorrow, so must 
study tonight on next week’s lessons; 
— Continued tree study for first 
grades; Read Fernou’s ‘‘Forestry for 
Farmers”; — Short reading in school 
law. 

June 11. — Voluntary study; — Gener- 
al Meeting for Teachers led by Dr. 
McMurry; — Rules for last days; — 
Trees and literature for intermediate 
grades; Study text; — Read in Sud- 
worth’s “Check list of Forest Trees 
of the U. S.” This contains the 
scientific and common names of 495 
species and gives the geographical 
range of each; — Read in school law. 

June 12. — Commencement meeting 
of Class; — Trees and literature for 
grammar grades. Study text; Read 
in ‘‘Nut Culture in the U. S.”; — Lit- 
erature of schools, as Arnold’s “Tom 
Brown at Rugby.” 

June 13. — Dr. Cook counseled the 
senior class; Illustrative lesson by Dr. 
McMurry; — Read in Greene’s “Forest- 
ry in Minnesota”; — Examination; — 
Some study of Dickens’ “Nicholas 
Nickleby.” 

June 14. — Lesson in Rosenkranz’ 
text; — Test paper on ‘‘The Sea”; — 
Senior examination in Physiography 
(a); — Study of birds; — Examination; 
— Review of school law. 

June 15. — The senior class is in- 
vited to Dr. Cook’s tomorrow so 1 
must study tonight on next week’s 
lessons; — Handed in last criticisms 
on Illustrative teaching; Senior ex- 
amination in Physiography. 

June 18. — Lesson in psychology, in- 
formal; — Got my book on Illustrative 
Teaching; — Study period; Recitation 
Chapters V-VIII, Land forms; — Study 
of text; Junior class night. No les- 
sons to prepare for tomorrow. 

June 19. — Senior class night; — 
Study period; — Read. 

June 20.— -No lessons to prepare. 
June 21. — Commencement; class 
meeting called after exercises; presi- 
dent’s reception this evening. 




VIEW OF NORTHERN ILLINOIS STATE NORMAL SCHOOL, DE KALB, ILLINOIS 



DIARY. 


SEPT. 12, 1899-JUNE 21, 1900. 
Northern Illinois State Normal School, 
De Kalb, Illinois. 

The opening day was beautiful and 
promising — Sept. 12, 1899. 

Sept. 12. — I was the first student to 
enter the Normal and Mr. Cornell and 
Mr. Poust followed me. School was 
called promptly at 8 o’clock. We 
prayed the Lord’s Prayer, sang “Amer- 
ica” and repeated the Twenty-third 
psalm. Our senior section was sent 
to Room 18 where while waiting two 
hours for a class I wrote “Mosaics,” 
the first work of the school. Dr. Cook 
made out our programs. Mine was: 
Psychology, Dewey’s, Dr. Cook; Psy- 
chology, Halleck’s, Mr. Keith; Litera- 
ture, Pancoast’s, Mr. Page; Eiology, 
Coulter’s, Mr. Charles; Shakespeare, 
Merchant of Venice, Miss Hoaglin; 
Teaching, 7th Gr. Reading, Dr. Mc- 
Murry. “Evangeline.” 

Sept. 15. — I attended an Epwcrth 
League reception; enjoyed Miss 
Mayo’s singing. 

Sept. 22. — I marched with the stu- 
dents in a rain and attended the Dedi- 
catory Services held in the Gymna- 
sium. The speeches were encourag- 
ing. The band was exceptionally fine. 
The services were inspirational. 
NORTHERN ILLINOIS. 
Published Monthly at De Kalb, 111., 
During the School Year, in the Inter- 
est of the N. I. N. S. 

Alice Crosby Editor 

Wm. R. Lloyd Assistant Editor 

L. W. Ragland Business Manager 

Board of Managers. 

Fred L. Charles...' Chairman 

Adda M. White Secretary 

Adella Helmershausen. Senior Section 

Elizabeth Cody Junior A 1 

L. W. Ragland Junior A 2 

Bessie Stone Freshman A 

J. Edward Ackert Freshman B 

Yearly Subscription 50c 

If Paid After December 1 65c 

Single Copies 10c 

For Sale at the Book Stores. 
Advertising rates furnished on appli- 
cation. Remittance should be made 
to the Manager. Address all other 
communications to the Editor. 

Vol. I. October, 1899. No. 1. 

Oct. 23. — I attended a recital given 
by John Loring Cook and Sue Doro- 
thy Hoaglin. “Elijah” was given, and 
Miss Hoaglin recited “Aux Italiens.” 

Oct. 25. — Yellow and White were 
chosen the school colors. Glidden 
chose the royal purple. Dr. Andrew’s 
lecture. 

Oct. 26.— I attended the N. I. T. A. 
and enjoyed hearing the teachers sing 
“Illinois.” 

Nov. 3. — The Glidden society gave 
its first program. 

Barbs. 

Miss Hoaglin to class personating 
Shylock: “Now throw all the hatred 
you can into your faces! Show deep, 
bitter hatred! Look just as ugly as 
you can!” 


Door softly opens, and class glare 
at — the President of the school. 

Miss H., with hack towards the 
door: “That’s right! Look more ugly.” 

A general laugh ensues. 

“Why should not sweet peas be our 
school flower?” she asks. “Messrs. 
Page and Parson and Misses Potter, 
Parmelee and Patten lead off with 
capital suggestions in favor of them.” 

Inquiring freshman: “What is psy- 
chology?” 

Miss Helmershausen : “It is the sci- 
ence of sighs.” 

Nov. 23. — The Ladies of the Faculty 
gave a reception to the girls of the 
school. Miss Hoaglin asked me to 
pour coffee. 


A PLEASANT OCCASION, 


Observing the rule of business be- 
fore pleasure and having had several 
business meetings, the Board of Man- 
agers of the Northern Illinois met on 
the evening of Nov. 24 for the purpose 
of “having a time.” This meeting was 
in response to an invitation from the 
Chairman of the Board and the Editor 
to partake of an oyster stew. 

Meeting at the Editor’s room at 7 : 30, 
and spending an hour in delightful 
games, this jolly crowd then started 
for the Bush restaurant, picking up 
the printer of the Northern Illinois on 
the way. After enjoying a delicious 
stew, the following program was 
given: 

Chief Devourer Fred L. Charles 

Toasted and Roasted. 

Board of Managers. . . .Adda M. White 
Board of Management. .Wm. R. Lloyd 
Staffs — of all kinds. . . .Elizabeth Cody 
Hutting the Line. . . . J. Edward Ackert 

Constitutions Bessie Stone 

Boodle L. W. Ragland 

Musing Adella Helmershausen 

“The Devil” Fay 

How to Be an Editor ... .Alice Crosby 

At its close two dainty souvenirs in 
silver and pearl, bearing the famous 
lettering, “N. I. S. N. S.,” were pre- 
sented by the board, a paper knife to 
Mr. Charles, the chairman, and a let- 
ter opener to Miss Crosby, the editor. 
About 11 o’clock Father Chronos gave 
the signal for departing, and in chorus, 
before the crowd separated, each gave 
expression to having had a rousing 
time in the words: 

Northern Illinois! Rah! Rah! Rah! 

Rah! 

N. I. Hoo-rah! N. I. Hoo-rah! 
Board of Managers! Rah! Rah! Rah! 

Mr. and Mrs. Switzer and Dr. and 
Mrs. McMurry gave a very pleasant 
reception at the home of the latter 
Saturday evening, Dec. 2, to the Nor- 
mal students who were spending 
Thanksgiving in De Kalb. A guessing 
contest formed a feature of the eve- 
ning’s entertainment, in which Misses 
Elliott West and Baker and Mr. Mize 
were successful in winning prizes, con- 
sisting of a picture of the Normal foot- 
ball team. 


MOSAICS. 


(Written in Room 18, Sept. 12,1899, 
in the N. I. S. N. S., while waiting 
assignment to classes; the first work 
done by a student in the school.) 

NOTE. "The unfinished condition 
of the building, the pounding and 
scraping of the workmen, added to 
the difficulties of the teachers; but 
gradually the splendid facilities and 
conveniences of the new building 
came to light; books, desks and ap- 
paratus were put in place, the child- 
ren settled to their work; lesson 
plans were worked out, truants look- 
ed after, and the general organ' zation 
completed. It may be of interest to 
future generations to know that two 
small dinner bells have thus far serv- 
ed to call the children and the stud- 
ents to their duties and to mark the 
passing hours. One of the teachers 
writes thus of early days; “Many 
were the drawbacks to the success 
of the opening of the school. One of 
the many trials for both teachers and 
pupils was the painful, yet almost 
vain effort, to have her voice heard 
above the din of the hammer of the 
carpenter, the mallet and chisel of 
the marble worker and the ceaseless 
all day scraping of the workmen on 
the mosaic floors.” 

As lowly as the man who held the 
hoe. 

All day they bend — the hardy men 
of toil; 

For them no more the Tiber waters 
flow, 

For them no marbles lie on Roman 
soil. 

But grinding hour by hour the peb- 
ble pave 

They bring the somber hues from 
pristine grave. 

Here lie chalcedonies of changing 
tone, 

And spar and quartz in varied 
sheen of light; 

Here lies the flint, the Indian’s fire- 
side stone. 

That gave the light of day to wig- 
wam night; 

Here lie the golds of sunset prisoned 
long 

In sylvan brook beneath the water’s 
song. 

These lone, Etruscan workmen labor 
on; 

They spend the body for the wage 
it wins. 

The schools and teachers o’er the 
lessons con. 

The shrine of thought its potent 
life begins, 

One hears the fall of wave by Flor- 
ence’s feet, 

One hears (he future statehood’s on- 
ward beat. 

By grove of oak, on sward of 
prairie sod 

The Normal bides in Northern Ill- 
inois, 

A benediction from our fathers’ God 

To crown the tress of girl and 
brow of boy. 

In this cathedral of the human mind 
What horns of cheer, we from the 
turrets wind. 


THE FIRST SUDDEN. 


Programme, November 3, 1899. 

President’s Inaugural Address 

. .. Samuel C. Clark 

Piano Solo On Blooming Meadows 

Ethel Philips. 

Debate: — Resolved that the Naval 
battle of Santiago produced greater 
results than the battle of Manila. 

Affirmative: Frank Bennet, Charles 

Lowman. Negative: David Mad- 
den, Marvin Zellar. 

Vocal Solo Slumber Sea 

Bertha Carpenter. 

Business Recess 

Trio Summer Fancies 

Mrs. Steele, Misses Elizabeth Pat- 
ten and Bertha Carpenter. 

Biography of Joseph F. Glidden.. 

..’ Margaret Duffey 

Recitation. .... .The Ruggle’s Family 
a Maud McCord. 

Vocal Solo Out on the Deep 

Vere C. Goodyear. 

Original Poem. The Spirit of Nazareth 
Adella Helmershausen. 

Talk and Critic's Report by Mr. Par- 
son. 


(Poem written at request of Miss 
Mitchell, President, and read at 
the first meeting of the Joseph F. 
Glidden Society, N. I. S. N. S„ No-, 
vember 3, 1899.) 

(A charter member of the society, 

I drafted the Glidden Constitution 
and was chairman of the Joint-Meet- 
ing at which the names of the “Isaac 
L. Ellwood’’ and ‘‘Joseph F. Glidden” 
Societies were adopted. ) 

THE SPIRIT OF NAZARETH 


“AN IMIS OPIBUSQUE PARATI.” 

Upon the wide plateau of fragrant 
grass 

Along the hillside’s slope with tier on 
tier 

Of sunny homes and trees and birds 
and flowers, 

The mountain town of Nazareth 
abode ; 

To which, like his ancestral Israel, 

From out the valley of the olden Nile 

The woudrous Christ-Child came in 
boyhood’s days. 

His dimpled fingers splashed the 
fountain stream, 

His hands caressed the flowers that 
grew about, 

His voice made call to birds in 
neighbored trees. 

He loved all nature and it took the 
Child 

In its embossed arms and carried 
Him 

Among the courts of worship where 
it praised. 

As the Annunciation Angel spoke 

To Mary by the waters of the town. 

So spoke a Voice from the abyss on 
high 

In air. in sky, in star, in stone,' in 
bird; 

And all His fresh, ycurg spirit rose 
to say 

The first sweet critic words that it 
was good. 

The morning and the even were a 
day. 


It reads, “and he went down with 
them and came 

To Nazareth” — by the wreathened 
door 

At twilight when the toilsome day 
was done 

His mother by, he sat and leaned 
his arm 

Upon her knee and watched the full- 
orbed moon 

That rose above the earth red-golden 
bright. 

The far empyreal expanse of sky 

Was litten with the stars that all 
afire 

Were flaming with the glow of that 
one beam 

That led the Wise Men into 
Bethlehem. 

There Joseph was a carpenter and 
kept 

His busy shop upon the village street; 

And there the Christ-Man toiled 
beside the bench. 

The plane gave lessons to his fertile 
brain, 

The hammer spoke, the saw had 
ready tone. 

The labor of the years he came to 
know, 

The ache, the poverty, the blinding 
care. 

The wage that gave long hour and 
little bread, 

The weary, unremitting toil, and 
commonplace 

Existence of the toiler’s lot and 
wage. 

Eld Abram came from Ur of the 
Chaldees 

To seek a country that he knew not 
of; 

Lone Moses lingered in a stranger- 
land 

By burning bush where Jethro’s flocks 
were fed; 

Bard David bode at Hebron where he 
learned 

The music which he sang on harp in 
psalm; 

Seer John went into the far 
wilderness 

Unt,il the day of his fore-running 
came. 

And One was sheltered close in 
Nazareth 

To feel the beating of the world”s 
great heart. 

Christ came to Nazareth, the claimed 
of God, 

Where he had been brought up, and 
sat and spoke; 

The well-known synagogue was dear 
to Him, 

The aisles had a familiar look, the 
light 

Came through the casement where 
He oft had gazed 

From off the face of the eld minister 

Up to the skies of God, where He 
abode 

Whose words were falling on His 
fallow heart 

As fall the dews of Hermon on the 
grass and flowers 

That spring to life in fair Esdraleon. 


He read, He hath anointed Me to 
preach 

The gospel to the poor.’ His words 
ran on: 

To heal the broken-hearted.’ Still 
they fell 

As gracious incense swung from 
censer courts. 

Deliverance’ — recovering of sight — 

To set at libertv.’ He closed the 
Roll. 

The eyes of all who heard the word 

Were fastened on him while He 
voiced for them 

The promise of the prophecy foretold 

And vouched This day the Scripture 
is fulfilled. 

What enters in to help the present 
man 

Make preparation? How can he win 
back 

The prestige lost in Eden, and 
breathe forth 

The loving help to aid the present 
need? 

Shall he not walk with Beauty on the 
hills 

To watch the rise, the height, the 
set of sun? 

Shall he not walk with Truth in 
grove and hall 

And heed her mandate of the Earth 
and Man? 

Shall he not walk with God in mart 
and street 

And clasp its kindness to his own 
warm heart? 

O man low-fallen from the first 
estate! 

Ye bondsman bitter with the binding 
thong! 

O king and potentate, and ve who 
hold 

Largess, dominion over fellow-man! 

Dark gaol! Deep gyve! Rude pil- 
lory of shame! 

The white evangel of the centuries 

Has come and voiced aloud a mighty 
speech. 

O’er silent harps of mouldered 
dynasties 

The gentle spirit born in Nazareth 

Has laid white hands upon the 
shackle-strings. 

This fair De Kalb shall be our 
Nazareth 

The sheltered place where we are 
kept apart 

In cool retreats for preparation’s 
work ; 

To seek the patience of Comenius; 

The love that Pestalozzi greatlvbore; 

To learn the cradle-songs that Frcebel 
sang. 

The loved, caressing songs to soothe 
the child; 

To walk with Herbart through the 
halls of mind. 

And breathe of Abelard, of Alcuin, 

Of Jean Rousseau and the fair boy 
Emile. 


In all the north the sunny fields are 
glad, 

Beyond the east the lake is dipped in 
fire 

And burnished in the passing of the 
morn. 

Within the south the grain is bending 
low, 

The orchards boughs are gemmed 
with warbler’s nests, 

And flowers are scattered in the dewy 
grass. 

Along the west the mighty river 
flows 

The Father of the Waters singing on 

A prairie song to chord the southern 
sea — 

A song of prairies beautiful and boon. 

Beyond the forest oak, on meadow 
green, 

Upon the shaded bank, by dallied 
creek, 

Our castle rises to the prospect fair. 

Here would we learn the lesson of 
the plain, 

The worship of the hills, the gift of 
God. 

That, leading others, we might first 
be led. 

Here, holding our commission as the 
Grail, 

The sacrificial chalice, touch the 
brim 

And going on that others may re- 
ceive 

Go forth to teach the child as for 
the Christ. 

Should not the best be given for the 
child — 

He who shall hold the archives of the 
(State, 

Or thread the dark arcana of the 
Law, 

Or lead our men before our Standard 
sheet. 

He who shall raise his voice in grove 
or court 

Or speak where chancel lilies dream 
in light. 

He who may dwell with Art or 
waken Song, 

Or question of the universe and quaff 

The cup of hemlock from the pagan 
throng? 

Or she who tends the vestal fires of 
home? 

Our pupils shall be like us and thus 
grow 

To our ideals and then take on the 
stamp 

And fashioning of what our lives 
shall be. 

Our hand is on their brow, and like 
of old 

The prophet breathed upon the 
sleeping child, 

Our lives and theirs are flowing into 
one. 

Each schoolroom is a prophet’s cham- 
ber where 

The child is wrapped in garments of 
his sleep 

To us his soul’s awakening is come, 

Into the stronger essence of our own. 


The spirit drinking beauty from the 
earth 

And worshiping among its silent 
psalms. 

The spirit toiling patiently and lone 

Where joy is in the joy of work well- 
done, 

The preparation and the prophecy, 

The far fulfillment which we cannot 
see 

The God within the Man, Immanuel. 

Its shining garments trail the morn- 
ing light 

It walks the amethystine paths of day 

And passes with the sunset to the 
stars. 


THE MARVEL OF LIFE. 

A picture or rare suggestion 

In the west light’s changing fall 
Is hung in a quiet parlor 
On the sombre-tinted wall. 

The inspiration of wonder, 

The marvel of life sublime 
That touch the thoughtful children 
In their golden morning-time. 

They pause with their playmate dol- 
lies 

As they watch in glad surprise, 

A child with a petted kitten 
As it fondled gently lies, 

Neglecting the lifeless, loveless, 

The inanimate, the dead, 

The heartless, the hopeless, soulless. 
For the thing of life instead. 

We leave the book for the meadow 
Museum for field or shore, 

Rust relic for crest of mountain 
Dark room for the out-of-door; 

To question the heart of Nature 
All impetuous in youth, 

To answer the quest for Knowledge 
With the vision of the Truth. 

We marvel of Variation, 

Of Heredity in life, 

The strange Survival of Fittest 
Of our Evolution rife. 

The struggle of Life’s existence 
Of the Secret of the Cell, 

Vibration of Waves of Ether, 

Of Heaven, Of Earth, Of Hell. 

We marvel at life, what is it? 

All our energies press out, 
Selecting at will, adjusting. 

Relating to worlds about. 
Interpreting life sensations 

Where the flesh and spirit meet 
And Self and the Self’s Ideals, 

And the Real are made complete. 

Suggested at a recitation in Ad- 
vanced Psythology, the text “Dewey’s 
Psychology,” the instructor the Presi- 
dent, Dr. Cook. 





VIEWS OF NORTHERN ILLINOIS STATE NORMAL SCHOOL 
DE KALB, ILLINOIS 


ACROSS THE CAMPUS. 


(Seen from the windows on John’s 
Street, January 4, 1900). 

The sunset fires burn on the Normal 
windows, 

Gild the lone turrets in the mellow 
air, 

The gods of lire and flame through 
gleaming windows 

Hail to the dusky griffins dreaming 
there. 

At south of west the great sun sinks 
in splendor 

Pillowed on amber, crimson, gold 
and red 

While all the sky is bathed in light 
grown tender 

Like a soft mantle folding over- 
head. 

A flood of gold lies on the rowen- 
grasses 

Where the long shadows fall from 
forest oak, 

Whose dark shafts rise above the 
rowen-grasses 

Banded a brotherhood of Titan-folk. 

The soft, mysterious ' shadows 
strangely lengthen 

Crossing the shining sward of shift- 
ing gold. 

And in the fullness of the glory 
strengthen 

Softly the harmony the skies unfold. 

The great, bare boughs in blackened 
tones are outlined 

Printing their messages upon the 
sky, 

The lesson of their patience clearly 
out-lined 

Waiting the winter as it passes by. 

And still the warm light whispers 
gently o’er them 

Oft of the spring and birdland song 
and nest, 

And still the sunset wakes in light 
before them 

Sweetly its sympony of coming rest. 

There came an angel — thus the story 
readeth, 

Under an oak in Ophrah’s ancient 
land, 

Who strengthened Gideon — the story 
readeth — 

Waking a fire with end of staff in 
hand. 

So do the angels of the sunset 
splendor 

Whisper ‘‘The Lord is with thee” 
ere the night, 

And touch the offering of heart grown 
tender 

With the strange fire of prayer’s 
communion light. 

Judges 6:11-21. 

To Miss Anna Parmelee, Assistant 

in Mathematics, my supervisor, who 

shared the same autumnal sunsets. 


THE YELLOW AND WHITE, 

(Written for Miss Alice Patten at 
her request, and used by her for the 
Boys’ Glee Club which she trained 
for the First Contest between the 
Ellwcod and Glidden Societies. Tune, 
“The Yellow and Blue,” U. of M). 
Hail to the colors that float in the air 

The beautiful Yellow and White! 
Yellow the sheen that is shimmering 
there, 

And yellow the marvelous light. 
Yellow the skies where Phoebus is 
seen 

The beauteous dawn and the dark 
between. 

Hail! Hail to the Normal whose 
colors we wear 

Hail to the Yellow and White! 

Hail to the colors that float in the air 

The beautiful Yellow and White! 
White are the wings on the angelic 
stair 

Which fold o’e.r the student at 
night. 

White is the sail unfurled o’er the 
sea 

Our Argo out-bound to the lands to 
be, 

Hail! Hail to the Normal whose 
colors we wear 

Hail to the Yellow and White! 

Hail to the colors that float in the air 

The beautiful Yellow and white! 
Fold o’er cur Work, for our Work is 
our Praver. 

Communion, Petition and Might! 
Colors of Normal- shall we behold 

The gates all of pearl, the streets 
all of gold, 

Hail! Hail to the Normal whose 
colors we wear 

Hail to the Yellow and White! 
February 19, 1900. 


THE MORNING WATCH. 


To Miss Potter and the students 
who covenanted together to read 
each morning at daybreak: St. 

Paul’s thirteenth chapter of First 
Corinthians. 

In the first, faint hush of morning 
At the breaking of the light. 

When the living world awakens 
And Aurora stills the night; 

When the train of Hours is starting 
Through the pathways of the mist, 

In a covenant together 
We are keeping first our tryst. 

Precious love that never faileth 
That re.ioiceth in the truth, 

That believeth and endureth 
Tlmough the flitting cares of youth. 
Dauntless Faith to scan the morning. 
Bestful Hone in noonday’s glare, 
Wondrous Charity at even, 

Like the first star shining there! 

Beautiful the olden chapter, 
Wonderful the spirit’s rest, 

HeaveDlv the upper vision, 

Glorious the tidings blest, 

Strong the covenant that bindeth, 
Sweet the bond of one accord. 

Where we kneel in faith together, 

To the same Most Holy Lord. 


DOMESTIC SCIENCE. 


[“I offer myself as professor of do- 
mestic science.” Whole society, in 
one breath: “You’re accepted.”] 

We were all assembled duly 
In the cosy study hall. 

We were organized, and truly 
We were thinking, one and all. 
Minds were working, words were flow- 
ing, 

Faces shone and eyes were glowing. 

We would build a hearth fire bright, 
We would choose one happy hour. 

Just to gather in its light, 

Just to feel its cheering power. 

Shall we wake in rhythmic measure 
The Greek drama, fairy sweet? 

Shall we travel, seeking pleasure, 
On the sea in moments fleet, 

Bow to song where music’s flowing, 
Bend to art with beauty glowing; 

Shall we study the Today, 

The events that pass us by; 

Through the magazine’s array 
Cast a more than wishful eye? 

Thus the sections planned, not heed- 
ing 

One, the dearest of us all. 

We were bent on plans of reading; 
We were in the study hall. 
“There’s domestic science owing 
Our allegiance ere we’re going.” • 

Happy thought of happy birth! 

From its charming would we 
roam? 

For the better place on earth 

Than the schoolroom is the home. 

Our professor, how we love her! 
Queen of all our hearts and lives! 

Sunny be the skies above her 
As she’s educating — wives. 
Sweeping, dusting mending, sewing, 
Mixing, sponging, spicing, doughing, 

Roasts and broils and stews galore. 
Cakes and puddings, frosts and ice, 

Thus she’s turning Adam o’er 
To his Eve in paradise. 

Thursday, Nov. 23, from three to five 
o’clock, the ladies of the faculty and 
Mesdames McMurry, Page, Parson and 
Switzer entertained Mrs. Cook, the 
lady students of the Normal, the libra- 
rian and the teachers of the Practice 
School. The library room is very beau- 
tiful in itself, and it was transformed 
into a parlor and given a homelike ap- 
pearance by means of rugs, couches 
sofa pillows and plants, the chrysan- 
themum being the flower used in deco- 
ration. The hours were very pleas- 
antly spent by those present in becom- 
ing better acquainted with each other. 
All were much pleased to have the 
opportunity of meeting Mrs. Cook. 
About five o’clock the members of the 
football team, who had been practicing 
on the campus, were invited to par- 
take of the good cheer. Upon enter- 
ing the room they were met by the 
“Northern Normal” yell, to which they 
responded with the school yell, “Well, 
I guess.” The ladies of the senior class 
came to the aid of the entertainers 


and served refreshments. It is said 
that care was taken to serve the cof- 
fee to the young men in as large cups 
as possible. The occasion will long 
be remembered as one of the happiest 
of the year. 


STAND BY. 


Tune — “Men of Harlech.” 
Normal, let thy spirit woo us, 

Bid thy earnest faith pursue us, 

Give thy helpful watchword to us; 

Loyally stand by! 

Far the words are sweetly singing, 
O’er Kishwaukee wildly flinging; 

We will set the whole state ringing: 
Loyally stand by! 

Students all enlisting. 

We will pledge a trysting; 

We will stand a loyal band. 

All wrong and ruth resisting. 

Far thy banner gladly bearing. 

For the children gently caring, 

To the school and home declaring. 
Loyally, stand by! 

See, the morn is brightly breaking; 
All the east with light is flaking; 

Now thy chant of faith we’re waking: 

Loyally stand by! 

Life and work are all before us; 
Friends are true, long watching o’er 
us; 

On we march to thy great chorus: 
Loyally stand by! 

Thro’ the darkness nearing 
We will send our cheering. 

We will stand, a loyal band, 

No wrong or ruth e’er fearing. 

Up the hills of high endeavor, 

Failing, pausing, doubting never. 

We will shout the watchword ever: 
Loyally stand by! 


WHAT IS THIS? 


(A Senior’s Experience.) 

First hour class — Mr. Cook to sen- 
ior: “What is the psychology of this?” 

Second hour class — Mr. Keith: “Tell 
us what your author says of this.” 

Third hour class — Mr. Page: “Now, 
just give us in a few words the sum 
total of this.” 

Fourth hour class — Mr. Charles: 
“What is the opinion of the class? I 
want you to be perfectly frank about 
this.” 

Fifth hour class — Small boy. James, 
in reading: “Now onct what’s this, any- 
how?” 

Sixth hour class — Miss Hoaglin: 
“Portia’s talking. What is this she 
says? Just make this plain if you 
please.” 

Seventh hour class — Senior at study: 
“I have no data for this.” 

Dec 6. — The Biological laboratory 
opened. We began dissecting on cray- 
fish. A crayfish is the jointiest crea- 
ture I ever drew. 

Dec. 8. — I attended a Senior party 
given by Miss Mary Patten. 

Dec. 14. — Anniversary of Washing- 
ton’s death a century ago. 

Dec. 1 9. — ‘‘The seventh gradereading 
class of the Practice School met with 
the teacher, Miss Helmershausen, for 
a pleasant occasion. Each one gave 
a dream picture of Evangeline. A 
part of the afternoon was spent in 


binding the compositions on the 
"Great Stone Face," which were writ- 
ten during the term. These were tied 
with yellow and white ribbon and illus- 
trated with Perry pictures. Games and 
refreshments were not forgotten. In 
a guessing game Louise Wilder and 
Gale Hamilton were awarded prizes.” 

"In the Octobernumber oftheSchool 
and Home Education an article on 
"What Is It to Know a Child?” by Miss 
Helmershausen, one of our seniors.” 

Jan. 2. — Mr. Lindsey joins the Fac- 
ulty, and weekly themes are now re- 
quired. The Haish library was opened 
today. 

Jan. 3. — We must lunch in the cloak- 
rooms. The Senior class requested 
me to superintend the “barbs” for the 
class annual. 

Jan. 4. — We read out of the Bible 
at general exercises. 

Jan. 8. — A business meeting of the 
Y. W. C. A. was held Monday, Jan. 8. 
The following officers were elected: 
President, Elizabeth Mitchell; vice 
president, Isabelle Warrington; re- 
cording secretary, Ethel M. Phillips; 
corresponding secretary, Adella Hel- 
mershausen; treasurer, Estella Jor- 
dan. 

Jan. 24. — I attended the Ionian Soci- 
ety. 


A TOAST. 


Here’s to the teachers of the North- 
ern Illinois State Normal School! May 
their lessons be shortened, their ques- 
tions suggestive, and their grades 
close to nine! May prosperity crown 
them as they sit while their portraits 
are drawn for the “Annual,” and their 
speeches sharpen into bristling barbs 
for the Northern Illinois. 

Fed on food prepared by an excel- 
lent Cook, assisted by two pedagogue 
waiters of great skill — McMurry and 
Keith — from dishes cast by a refined 
Potter — served by four ladies of 
honor, their royal highnesses, Hoag- 
lin Parmelee, Williamson and Pat- 
ten — clad in classic robes of superior 
Lin(d)sey — escorted by a Page from 
the court of King Charles — versed in 
the lore of the immortal bard of Strat- 
ford — directed by a melodious and ear- 
nest Parson — may they stand as firm 
as the patriot Switzer near the Lion 
of Lucerne — with birds of passage 
hovering in midair, singing, with up- 
turned faces toward the illuminated 
skies, this potent and peaceful chant: 
Our only road to h-e-a-v-e-n 
Is marking freshman seven. 

We only reach the g-a-t-e 
By grading juniors e-i-g-h-t. 

We only hope to s-h-i-n-e, 

Like stars in realms d-i-v-i-n-e 
By giving seniors n-i-n-e. 


FOUR PAGES MORE. 


(Modern Excelsior) 

The shades of woe were falling fast 
As down the Normal hall there passed 
A senior lad with hand of ice 
Still sobbing o’er this strange device 
"Four— pages — more.” 


His brow was sad, with tears beneath. 
He dreamed of Halleck days with 
Keith, 

E’er yet the burdened clarion rung 
The accents of that dismal tongue 
“Four pages more!” 

In classroom books he saw in state 
The happy marks of nine and eight. 
Alone for him the sixes shone 
And from his lips escaped a groan: 
“F-o-u-r p-a-g-e-s m-o-r-e.” 

“Try not to pass,” the Freshman said. 
Psychology will break your head, 
Intension’s deep, extension’s wide,” 
But each day still the doctor cried: 
“Four pages more!” 

“O stay,” the gridiron plead, “and rest 
Your lengthened locks upon this 
breast.” 

He passed the luring oval by, 

His whisper ended in a sigh: 

“Four pages more.” 

“Beware the apperception branch, 
Don’t fail in feeling’s avalanche!” 

The far alumnus called, “All right!” 
I met and charged that gruesome 
sight: 

“Four pages more.” 

On testing day as questions came 
And hearts beat high with hope or 
shame 

He saw the answers plainly there 
Above the legend of despair: 

“Four pages more.” 

The senior lad, for two hours bound 
In twenty-nine, at length was found 
Still toiling with that hand of ice, 
Redintegrating that device: 

“Four pages more.” 

Then fell the accents grave and kind, 
“Your work is perfect, sir, I find. 

It’s nine — now, Rosenkranz you need 
And for tomorrow you may read 
Four pages more.” 

Feb. 4. — A fine snowstorm changed 
the landscape. 


TOAST: 


IONIA TO JOEY 

You needn’t care, Joey, 
Because you were beat, 

That someone more showy 
Is on the front seat. 

You honest, dear fellow. 
You’re always true blue. 

On white and on yellow, 

I swear I love you. 

All nature in beauty 
Of marvelous sheen 

In doing her duty 
First puts forth the green. 

Then, growing glad, faster 
The colors appear — 

The violet, aster, 

The larkspur, grown dear. 

Let Ikey go foremost, 

But short are his hours; 

For after this contest 

You'll win like the flowers. 


MARY LYON. 


To Miss Potter and the Ionia Society. 
1 . 

Blue Buckland hills that girt the west 
Of Massachusetts’ wide domain. 
Thy skies blue-bent o’er ledge and 
crest, 

Thy granite scoured by frost and 
rain. 

Flushed in the softened morning light 
Of sunrise wakening from night. 
Echo thy loved kinswoman’s name! 
Thine is the heritage to claim 
Sweet Mary Lyon. 

O. hills thy strength was in her heart. 
Thy granite in her purpose clear, 
Thy skies in that consummate art 
That won and held the effort dear, 
Thy blossoms in her faith that saw 
Winter and summer, love and law. 

II. 

O classic halls of Holyoke crest 
Beloved in knowledge’s fair domain 
Great halls within the New, Free 
West. 

Where earnest at thy shrine is lain. 
O slopes that sleep in rosied light 
Of sunsets slumbering to night 
Echo thy faith-thrilled founder’s name. 
Thine is the heritage to claim 
Sweet Mary Lyon. 

Speed on her message through the 
earth 

Ring forth her challenge that as- 
pires, 

Light up the wastes of faithless 
dearth. 

Flame-litten by her vestal fires. 
Thy slopes are made her royal bed 
Whereon she lieth with the dead. 

III. 

O Wioman, well-beloved and best, 
Where e’er thou art in earth’s do- 
main 

Lift high thy head for thou art blest, 
Her hand upon thy brow was lain. 
Thrilled with the higher, whiter light 
Of Wisdom wakened from the night. 
Echo thy sainted sister’s name. 
Thine is the heritage to claim. 

Sweet Mary Lyon. 

From sunlit, western hunting-ground 
From spicy groves of far Ceylon. 
From islands on the outmost bound 
From Aden and the waters on, 
From snows of Persia, far and far 
Love thou that name, behold that 
star. 


GERMAN PROGRAM 


ISAAC L. ELLWOOD SOCIETY 
February 10, 1900. 

Instrumental music — “Among the 

Pines” 

Bertha Cooley. 

Sketches of a few of the prominent 

men of Germany 

Goethe Cecelia Hamel 

Schiller Elizabeth Daehler 

Heine Mary L. Patten 

Luther Eva Grace Lee 

Vocal Solo — ‘‘Mein glaubiges Herz, 

frohlchs” Bach 

Miss Patten. 

Violin obligato 

Jessamine Crasper. 

RECESS. 

Recitation — ‘‘Der Erlkonig” 

Bessie Gardner. 

Essay — “The Wagner Opera” 

Mabel Thorne. 

Quartet — “Where is the German 

Fatherland’ 

Misses Davenport, Hoobs. 
Messrs. Ackert, Lloyd. 

Talk and critic’s report 

Dr. McMurry. 


VALENTINE PARTY. 


GLIDDEN SOCIETY. 
February 17, 1900. 

Chorus — “The Finland Love Song” 
Misses Stone, Paulsen. Patten, 
Richardson, Warrington. Mellander, 
Messrs. Ackert, Hippie. 
Bennett, Stetzler, Poust. 

Story — “St. Valentine” 

Lou Baker. 

Vocal Solo — “The Silver Ring”.... 

Isabel Warrington. 

Debate — “Resolved. That Sam Wel- 
ler’s Valentine had a great effect 

on his Future” 

Affirmative — 

Adella Helmershausen, Louis Flentje. 
Negative — 

Eva Grace Hamm, S. C. Clark. 
RECESS. 

Original valentine • 

Piano duet 

Misses Cochran and Phillips. 

Extemporaneous speeches 

Recitation — -‘‘The Guardian Angel”. 

Elizabeth Mitchell. 

Chorus — “Hark. Hark, the Lark!”.. 

Critic’s Report 

Mr. Switzer. 

The decision of the judges was in 
favor of the affirmative. 


A VALENTINE 


Toast. Read by Miss Katherine 

Griffith, Feb. 14, in Chronicle Hall. 

We send a gentle maiden with a Glid- 
den valentine 

To say: “Sincerest friendship and tru- 
est love are thine; 

We’re friends and friends forever, 

May the angels bend to bless 

The Ellwood and the Glidden of the 
N. I. S. N. S 

And hold the palm of victory just 
equal on the Height 

For we’re one, and one forever, with 
the yellow and the white. 

Where’er the royal purple in its roy- 
alty is seen, 

There’s soft and shining shimmer of 
the friendly olive green. 

O’er topic or example, at a theme or 
task or book, 

We’re still the loving charges of our 
gentle Dr. Cook, 

And song and recitation and love make 
all things bright, 

For we’re one’ and one forever, with 
the yellow and the white 


TOAST: 


A COLOR IDYL, 

He was a loyal Ellwood lad, 

And she a Glidden fair; 

He wore the green upon his coat, 

She, purple in her hair. 

They were acquaint in Normal days — 
A smile, a friendly nod — 

She picked green leaves and smilax 
sprays, 

He, pansies from the sod. 

O hair and coat! The tale is told! 

The colors paled to sight. 

The ring, a yellow band of gold; 

The set, an opal white. 


TOASTS: 


Our President Cook, whom to know 
is to see 

How noble the life of a teacher may 
be! 

McMurry of Halle and Jena o’er sea, 

Our author and teacher and critic is 
he! 

Kind Gilbert, who cares for the youth 
the child, 

With counsel all faithful, with ruling 
all mild! 

Wise Page, with his memory sure as 
the fates, 

And penchant for proving his state- 
ments with dates! 

Gay Keith, with his gentleness, 
goodness and grace, 

And comical manner of making a face! 

Bard Charles, with his crayfish, his 
mussels, or worse, 

A capital fellow at toasting and verse! 

Weird Switzer, our wizard of phys- 
ical things, 

Of compounds and acids, of pulleys 
and strings! 

Good Parson, our singer, so cordial 
and fair, 

Who wakes the full gospel of praise on 
the air! 

Miss Potter, Ionian, classic and 
Greek; 

She’s sure in the properest language 
to speak! 

Miss Williamson, teaching the whole 
of the earth 


And shaking us up with her earth- 
quakes of mirth! 

Miss Patten, who scans us a wild 
Latin rune, 

Or sweetly goes singing an old Ger- 
man tune! 

Miss Babbitt, so helpful and friendly 
and still, 

Who bears on her forehead the crown 
of Good Will! 


LOWELL PROGRAM 

GLIDDEN SOCIETY. 


March 3, 1900. 

Piano Duet Selected 

Misses Cooley and Clift 
Paper. .Biographical Sketch of Lowell 
Irma Walz 

Music Selected 

Mixed Quartet 

Recitation “The Courtin’ ” 

Hattie Hatch 

Paper Lowell’s Literary Style 

Alice Hopkins 
Recess 

Reading “Vision of Sir Launfal” 

Prelude — Ida Lascelles 
Part I. — Luella West 
Part II. — Isabel Warrington 

Whistling Solo Selected 

Miss Zadia Brown 

Paper Lowell as a Critic 

Adella Helmershausen 
Music. .“I’m a Pilgrim, I’m a Stranger” 
Misses Patten, Hobbs, Patten 
and Warrington 

Critic’s Report Miss Parmelee 

March 14. — Someone took the roses 
from Rosett's Hall and Dr. Cook spoke 
to the school about being thoughtful. 
Later it was found that a traveling 
troupe had taken the red-rose festoons 
on to Dixon and Polo. And now Miss 
Parmelee says that she went to Ster- 
ling and found red tissue roses, and 
upon inquiry learned they came from 
a plundered garden in De Kalb. Then 
she went to Polo and there she saw 
more and other fac-simile red tissue- 
roses, whereupon she grew desperate 
and quoted with Lady Macbeth: 
“Here’s the smell of blood still; all 
the Perfumes of Arabia will not 
sweeten this little hand. Oh! Oh!! 
Oh! ! !” 

Those jolly Northwesterns 
Of song and of laughter — 

The roses still linger 
Their journeyings after. 

Wherever they concert 
Their pathway discloses 
The Lancaster emblem 
Of Chronicle roses. 

They plundered the festoons, 

The roses beholding. 

They had all the blossoms 
We had all the scolding. 

’Twas then the grieved Doctor 
Berated us soundly, 

Reproving us sharply 
And scolding us roundly. 

Confessed as did Topsy 
Miss Phely a-looking. 

We did the confessing, 

And they did the hooking. 

March 16. — The Boys’ Glee Club 
sang “The Yellow and the White.” 


LOWELL AS A CRITIC. 


Lowell aided American letters by 
his high standard of scholarship, 
holding slovenliness, waywardness 
and carelessness in contempt, and 
saying that lofty studies refined and 
elevated the character. He gave the 
most careful attention to accuracy. 

The essays on Dante, Spenser, 
Wordsworth, Gray, Chaucer, Dryden, 
A Certain Condescension in Foreign- 
ers, Cambridge Thirty Years Ago and 
Thoreau, serve as an index to Low- 
ell’s though and insight. 

The essay on Dante is a work of 
colossal scholarship. I think it is a 
great essay on a great poet by a 
great critic. Some of the sentences 
in this essay are memorable. 

‘‘Dante has shown us the way by 
which that country far beyond the 
stars may be reached.” 

The essay on Spenser is apprecia- 
tive. It shows how intently Lowell 
looks at the character of the man. 
There are lines in this essay that I 
have to read over and over, and think 
upon as I walk to school. As, ‘'He 
was faithful to the friendships of his 
youth, pure in his loves, unspotted in 
his life.” 

The essay upon Wordsworth is not 
so great as the one on Dante. Lowell 
seems fair and just to Wordsworth, 
but not sympathetic. 

What Lowell says of Gray is ap- 
preciative and genial, as “Gray had 
an unrivaled skill as an artist, in 
words and sounds.” 

These four critical essays give an 
idea of the analytical ability of Low- 
ell, and reveal the acute insight 
which he possessed. 

“Latest Literary Essays and Ad- 
dresses” are several fine essays: 
Some Letters of Walter Savage Lan- 
dor, Waleon, Milton’s Arepagitica,” 
Shakespeare’s ‘‘Richard III. The 
Study of Modern Languages , The 
Progress of the World. In reading 
these essays I see how truly Emerson 
estimated Lowell, and how aptly 
Schudder has qualified his prose. 

The essay on Chaucer is long and 
scholarly. There is a prevading 
wholesomeness in Chaucer, a vernal 
property that soothes and refreshes. 
Lowell agrees with Spenser in calling 
Chaucer “a most sacred happy spirit.” 

Lowell humanizes his subject and 
makes Chaucer seem like a poet of 
our own times. 

Two years before the essay on 
Chaucer was written, Lowell wrote 
of Dryden. He says “Dryden was the 
earliest complete type of the purely 
literary man, in the modern sense.” 

This essay shows Lowell’s critical 
powers to fine advantage. 

“A Certain Condescension in For- 
eigners” is a rare essay. 

In this essay Lowell’s style is 
strong and forcible; while in “Cam- 
bridge, Thirty Years Ago.” it is clear 
and flowing. It has a conversational 
charm and a breeziness. In it Low- 
ell compares America with the Old 
World saying that the former is 


swifter, more energetic, forming 
epochs in comparative moments, de- 
veloping grandly and surprisingly 
swifter than the Old World. Because 
America changes so constantly it is 
so interesting to the philosophic 
student of history and man. In this 
essay is a rare description of Har- 
vard College. 

In this essay Lowell follows Hol- 
mes’ example in The Autocrat and 
puts in poetry. In this one is a 
•poem, “Diffugere Nine.'’ He also 
tells that undying joke of the bell- 
flower apple, and as a companion, the 
New England proverb of the deacon. 

Lowell gives a bit of satire on 
popular applause, and goes on to de- 
scribe the man of talent. 

The word pictures of the grocery, 
the penny for dates, and the farmer 
are vivid. 

Lowell strikes the English rather 
hard when he says that they care 
nothing for Art. Apparently Ameri- 
cans enjoyed the hit. The truth is 
told supremely, well, the satire is 
cutting, and the genial humor heals 
the smart. 

The essay on Thoreau betrays dis- 
proportion. I read quite a few pages 
before finding Thoreau’s name. 

One may see frequently unfinished 
places in Lowell’s prose, which proves 
his general impatience of mind. He 
was a man of letters with an imagi- 
native foresight. His occupation gave 
a steadying force to his powers. 

In the political essays, especially 
in the one written in October 1860, 
“The Election in November,” Lowell 
considered the Lincoln election to be 
the death struggle of the slave hold- 
ing states. Lowell favored Seward 
as a more able man, an exponent of 
the faith of his party, but of Lincoln, 
Lowell said later that “Lincoln has 
proved both his ability and his integ- 
rity.” Lowell’s prose receives force 
from the vital national issues. In 
the slavery controversy Lowell had a 
“foeman worthy of his steel.” 

Lowell’s writings show that he was 
a live, earnest man. He believed 
that any error in government was the 
sign of a flaw in the public con- 
science. His remedy for every nat- 
ional ill, was to arouse that public 
conscience. Lowell had faith in the 
goodness of the people. 

In his article on Caleb Cushing, 
Lowell touched upon those funda- 
mental questions which underlie all 
notions, persons and parties. Lowell 
ridiculed the idealist and satirized 
the political “trimmers.” 

Lowell’s prose is powerful because 
it expresses his positive beliefs. He 
is intensely in earnest. He has a 
message in every essay, and delivers 
it forcibly. His saneness is shown 
where he says that “‘Slavery is to be 
discussed in Congress as to practical 
measure.” 

Lowell was to American Letters 
what Addison was to eighteenth cen- 
tury literature; and his essays are 
no inconsiderable gift to his country. 
He bared his own warm faith to the 
gaze of author and reader alike. He 
believed in himself, his fellowmen, 
and in his country. 

In his special lines Lowell is our 
best and strongest critic, and in their 
scope, the esays listed above, are tne 
best in American literature. 


THE NORMAL. 


I. 

Hail! O, Alma Mater, to thee we sing 
On the prairies of Illinois 
Where our Thought hath light, and 
our Faith hath wing, 

And our Work hath a song of joy. 
Chorus. 

Then Hail to the Yellow and White 
Cheer for the Northern Normal, 
Cheer! 

For the Ellwood strength, and the 
Glidden might, 

For the Northern Normal, Cheer. 

II. 

For the sunlight yellow and warm 
and bright 

On the prairies of Illinois, 

For the church spire gold, for the 
school house white 
We are lifting a psalm of joy. 

III . 

For the vision of Veritas, the Truth, 
On the prairies of Illinois 
That hath dawned for the earnest 
heart of Youth 

We are lifting a song of joy. 

Sung to the Folk-song by Stephen 
C. Foster, “Uncle Ned.” 


DE KALB. 


By Kishwaukee’s woodland stream 
With its pictured skies of blue 
And its meadow borders stretching 
far away, 

For the earnest of the dream 
Of the past come into view 
And the dawning of the present’s gol- 
den day. 


Chorus. 

Hail, Hail, Hail, O loyal banner! 
Guidon of our great De Kalb! 

In thy shining folds we see 
Visions bright of Liberty 
Breaking o’er the valiant students 
of De Kalb. 

Where the Braves of Black Hawk fell 
On the cabins one by one, 

And the firebrand lit the startled 
midnight air 

Long the pioneer shall tell 
To the children of his son 
How our Shabbona was saving white 
men there. 

Chorus. 

Where the ranks of Progress sweep 
To the more exalted heights 
And the higher Purpose thrills and 
wakens Man, 

There the outer posts we keep. 
Scanning still the future sights 
Till the Gates of Eden open once 
again. 

Sung to “The Battle Cry of Free- 
dom.” 

To the pupils of the Practice 
School, 1899-1900. 


INVOCATION. 


Great Teacher of Earth’s Sovereign. 
Man, 

Who dwellest in Eternity 

.Tlhou Source from whence all 
Thought began 

We laud, extol, and worship Thee. 

Bestow Thy benediction now. 

Turn unto us thy Gracious Face, 

And grant as prayerfully we bow 
A portion of Thy living Grace. 

Great Teacher, grant us sight to look, 
Across the hills of Galilee, 

Where bird and blossom were Thy 
book. 

And Earth was full of praise to 
Thee. 

Teach us of Nature and her lore, 

To see Thy creatures as they are, 

Thy majesty by caverned shore. 

Thy sovereignty in flaming star. 

Great Teacher, give Thou wide 
domain 

To Thought, that Man henceforth 
be Free, 

That Righteousness may come to 
reign, 

And we co-workers be with Thee. 

Keep Thou our Normal altars bright 
With Faith’s undimmed, unsullied 
flame 

Within whose calm and holy light 
We name, Immanuel, Thy Name. 
Sung to “Addison.” 


TO A PLOWMAN. 


A Sonnet. 

“Be sure that whatever you give 

to others will come back to you,” the 

president at Morning Exercises. 

As thou dost spare the frightened 
mother-bird 

Low hidden by the tufted weed and 
clod 

Alone amid the tasseled goldenrod 

Just faintly by the morning breezes 
stirred ; 

As thou hast care for what thou hast 
not heard 

But know shalt come, when up from 
nesting sod 

Shall soar the coming birds, with 
bend and nod 

To dip end dash where flashing wings 
have whirred 

So shall some larger meaning verse 
thv prayer 

Some kinder strength make strong 
for future care. 

All good to others done is still thine 
own 

Love, sunshine, joy and cheer bide 
not alone, 

The gift to giver, is the gift to give, 

A wider outlook, larger life to live. 


TWICE COUNTED YEARS. 


(A Half Century of School Ljfe Com- 
pleted.) 

The timed Agave, bearing in its name 
The altar of lustration, blooms to- 
day, 

All wonderful; illustrious its claim 
To far-oft heights where beauty 
holds its sway. 

Its bayonets of spiney-pointed leaves 
Full fifty years are lifted to the air, 

And all our northern summers pass 
in flowers. 

And all our northern winters bleak 
and bare. 

But patient through its far allotted 
time. 

Rejoicing in the crown of other 
flowers. 

It shares the fragrance of the roses’ 
clime, 

It feels the freshness of the daisies’ 
hours 

Content in sturdy growth and solid 
strength 

Though fifty years he added to the 
first, 

Its message to the shining stars is 
told, 

Its blessings to the wooing winds 
rehearsed. 

Then suddenly it lifts its shield of 
light 

As if Persephone had passed the 
place, 

All emeralds and yellow's mingled 
bright 

Where lilies lend their stateliness 
of grace, 

A thousand stars it offers to the skies, 
A thousand flowers it flutters to the 
light. 

And thousand chalices of Holy Grail, 
It holds for prairie blossoms blown 
in white. 

To-day w'e see its symbol wrought in 
life. 

To-day the anniversary of birth 

When one took up the struggle and 
the strife 

That wage within the heritage of 
earth, 

Full fifty years of thought by study’s 
lamp. 

Deep meditations in the twilights 
dim. 

Rare lessons in the mysteries of 
mind— 

Rare adoration in the solemn hymn. 

Full fifty years of effort that aspires 
The ranks of those who lead the 
nation’s youth. 

The index finger pointed to the fires 
That all Promethean light on to 
Truth, 

Thus thought and toil complete a cen- 
tury. 

And lo! the panicle of petaled light. 

Starred, brilliant, beautiful, all ten- 
derly 

Is lifted to the marvel of our sight. 


O teacher true! Thy first, six, child- 
hood years 

Were theirs who gathered in thy 
rooftree’s shade, 

But all thy school-life, which the past 
endears, 

Within the cornerstone of state is 
laid, — 

Twice counted years, twice beautiful, 
twice fair. 

Full golden-crowned in the Agave 
flowers, 

Their influence like censers swung 
for prayer 

Adown the litten corridor of ours. 
April 20, 1900. 

The Senior Class voted a cluster of 
fifty-six roses to the President on the 
occasion of his fifty-sixth birthday, 
and, on motion of Miss Martin, re- 
quested that I write a tribute to ac- 
company the gift. 


KISHWAUKEE. 

O, Indian Kishwaukee, legended 
stream, 

Hast thou wakened not from dream- 
ing! What thy dream? 

On thy early shores the redmen came 
and went 

By thy alders and thy birches 
pitching tent. 

O, pioneer Kishwaukee, friendly 
stream, 

Far frontiersmen, moving westward, 
caught thy gleam, 

Like a line of shining promise, prairie 
o’er 

With thy rippled waves of greeting 
on the shore. 

O tarrying Kishwaukee, purling 
stream ! 

Far from cradle in the willows, lost 
in dream, 

Where the wild fowl winged in rapt- 
ure to thy shade, 

Where the young trout leaped to 
sunshine, unafraid. 

O, classical Kishwaukee, Normal’s 
stream 

Thou dost tarry in thy flowing, — 
still in dream — 

From the oaks the lordly building 
towers in white 

In the sunrise, morning, sunset, 
clothed in light. 

O beautiful Kishwaukee, herald’s 
stream! 

Flow the crested tides of progress 
through thy dream, 

Illinois, the loved, the holy, prairie 
sweet, 

Feels the wave of exultation in thy 
beat. 

Written at the noon hour in the 

Haish Library. 


THE ANGEL GUARDIAN 


With a picture, presented to Mrs. 

Sarah Clark on April 24, 1900. 

Below the torrent dashes on. 

Its angered waters all released, 

Its flood-gates breaking forth anon 
In seething foam of frothing yeast. 

O the weariful sound 
Where the winds all abound, 

Who saveth thee Child Marjorie! 

The great, black rocks are on the edge 
Where falls the yawning precipice. 

Bare boulders totter on the ledge, 
The gurgled waters o’er them hiss. 

O the horrible sound 

Where the winds all abound. 

Who saveth thee Child Marjorie! 

The old oaks of the forest bend 
Their great, gaunt arms and 
darkened leaves; 

No guiding sunbeams downward send 
Their warning where the wood-wind 
grieves. 

O mysterious sound 
Where the winds all abound. 

Who saveth thee Child Marjorie! 

Her silver pitcher to the spring 
She bears before the rain shall fall, 

The zigzag lightnings upward spring, 
She hears the startled birdlings call. 

O tempestuous sound 
Where the winds all abound, 

Who saveth thee Child Marjorie! 

She spies the daisies on the brink, 
The hearts of gold a-tremble so. 

And crosses and the rough piers sink. 
The torn leaves startled by her go. 

O lone, echoing sound 

Where the winds all abound. 

Who saveth thee Child Marjorie! 

The forest foot-bridge sinks undone 
Its logs are fallen, jagged below, 

One lone log o’er the chasm, one, 
Where on the bank the daisies 
blow. 

An agonizing sound 
Where the winds all abound, 

Who saveth thee Child Marjorie! 

Above celestial music sweet 
Of harpers on the harps of gold, 

One heard the little voice repeat 
Its frightened call where tempest 
rolled. 

O sad, plaintiful sound 

Where the winds all abound. 

Who saveth thee Child Marjorie! 


From sunny lands of gold she came 
Afar where heaven from us lies. 

She left the seraphim and flame, 

She spanned the lone abyss of skies. 

O far angelic sound 
Where the winds all abound, 

Who saveth thee Child Marjorie! 

A white star in the darkness gleams 
Wide wings unfold within the storm, 

A white form in the danger seems 
Encircling the threatened form. 

A low, lullaby sound 
Where the winds all abound. 

Who saveth thee Child Marjorie! 

The daisies blossom in her hand, 
The pitcher drips upon her feet, 

She seeth not the angel stand, 

Nor hears the yearning words and 
sweet. 

O loved, lullaby sound 

Where the winds all abound, 

Who saveth thee Child Marjorie! 

Not knowing God had kept for her 
The treasure of her mother’s love, 

As bending low to minister 
The star is glimmering above. 

O praise-jubilant sound 
Where the winds all abound, 

Who saveth thee Child Marjorie! 


TOASTS. 


SUE DOROTHY HOAGLIN. 

r 

Miss Hoaglin where Muses in melody 
stir, 

All things that are beautiful linger 
with her. 


ELMA WARWICK. 

Miss Warwick, as gentle as zephys 
in May, 

A bit of clear sunshine to brighten 
our way. 

ANNA PARMELEE. 

Miss Parmelee, faithful and modest 
and sweet, 

Her life is a psalm which the angels 
repeat. 

EMMA FLORENCE STRATFORD. 

Miss Stratford who sees in the com- 
monest thing, 

A beautiful thought, like a bird on 
o the wing. 


“The Norther.” 

The Norther , as a gentle breeze 
Blown over prairie meads of 
flowers, 

Is sweet with carols, songs and glees 
And love and light of sunny hours. 


THE ANGEL GUARDIAN 


With a picture, presented to Mrs. 

Sarah Clark on April 24, 1900. 

Below the torrent dashes on, 

Its angered waters all released, 

Its flood-gates breaking forth anon 
In seething foam of frothing yeast. 

O the weariful sound 
Where the winds all abound, 

Who saveth thee Child Marjorie! 

The great, black rocks are on the edge 
Where falls the yawning precipice. 

Bare boulders totter on the ledge, 
The gurgled waters o’er them hiss. 

O the horrible sound 

Where the winds all abound, 

Who saveth thee Child Marjorie! 

The old oaks of the forest bend 
Their great, gaunt arms and 
darkened leaves; 

No guiding sunbeams downward send 
Their warning where the wood-wind 
grieves. 

O mysterious sound 
Where the winds all abound. 

Who saveth thee Child Marjorie! 

Her silver pitcher to the spring 
She bears before the rain shall fall, 

The zigzag lightnings upward spring, 
She hears the startled birdlings call. 

O tempestuous sound 
Where the winds all abound. 

Who saveth thee Child Marjorie! 

She spies the daisies on the brink, 
The hearts of gold a-tremble so, 

And crosses and the rough piers sink, 
The torn leaves startled by her go. 

O lone, echoing sound 

Where the winds all abound. 

Who saveth thee Child Marjorie! 

The forest foot-bridge sinks undone 
Its logs are fallen, jagged below. 

One lone log o’er the chasm, one, 
Where on the bank the daisies 
blow. 

An agonizing sound 
Where the winds all abound. 

Who saveth thee Child Marjorie! 

Above celestial music sweet 
Of harpers on the harps of gold, 

One heard the little voice repeat 
Its frightened call where tempest 
rolled. 

O sad, plaintiful sound 

Where the winds all abound, 

Who saveth thee Child Marjorie! 


From sunny lands of gold she came 
Afar where heaven from us lies. 

She left the seraphim and flame, 

She spanned the lone abyss of skies. 

O far angelic sound 
Where the winds all abound. 

Who saveth thee Child Marjorie! 

A white star in the darkness gleams 
Wide wings unfold within the storm, 

A white form in the danger seems 
Encircling the threatened form. 

A low, lullaby sound 

Where the winds all abound, 

Who saveth thee Child Marjorie! 

The daisies blossom in her hand, 
The pitcher drips upon her feet, 

She seeth not the angel stand, 

Nor hears the yearning words and 
sweet. 

O loved, lullaby sound 

Where the winds all abound, 

Who saveth thee Child Marjorie! 

Not knowing God had kept for her 
The treasure of her mother’s love. 

As bending low to minister 
The star is glimmering above. 

O praise-jubilant sound 
Where the winds all abound, 

Who saveth thee Child Marjorie! 


TOASTS, 

(•;«'. at 

SUE DOROTHY HOAGLIN. 

Miss Hoaglin where Muses in melody 
stir, 

All things that are beautiful linger 
with her. 


ELMA WARWICK. 

Miss Warwick, as gentle as zephys 
in May, 

A bit of ’clear sunshine to brighten 
our way. 


ANNA PARMELEE. 

Miss Parmelee, faithful and modest 
and sweet, 

Her life is a psalm which the angels 
repeat. 


EMMA FLORENCE STRATFORD. 

Miss Stratford who sees in the com- 
monest thing, 

A beautiful thought, like a bird on 
the wing. 


“The Norther.” 

The Norther , as a gentle breeze 
Blown over prairie meads of 
flowers, 

Is sweet with carols, songs and glees 
And love and light of sunny hours. 


PROGRAMME 


ELLWOOD & GLIDDEN. 

IN NORMAL AUDITORIUM 
June 16, 1900. 

Solo ’ Elizabeth Patten 

Recitation — '“Daffodils”. Ethel Phillips 
Language of Flowers. . .Anna Dobbin 

Essay — “Scenery” Miss Garrity 

RECESS. 

“Children’s Folk Lore”... Miss Olsen 


Solo Yere Goodyear 

Reading Capitola Parker 

Essay — “An Incident of the Civil 

War” Miss Lee 


“Hawthorne’s Great Stone Face”. 
Miss Helmershausen 


A STUDY OF THE 

GREAT STONE FACE. 


Here on a grassy knoll by the road- 
side, eighty rods or more from the 
Notch, I will swing my hammock and 
sit and rest, and drink from the foun- 
tains of perpetual beauty. 

A copy of "Twice Told Tales” by 
Nathaniel Hawthorne lies open be- 
fore me, at “The Great Stone Face.” 
The masterful sublimity of the White 
Mountains and of Mt. Washington 
fades frof my vision into memory. 
The quieter, more restful beauty of 
the blue Franconian Hills is mine. In 
the cool, calm summer day, nineteen 
hundred feet above tide-water, I bask 
and rest and dream and recuperate. 
The scene is one of beauty. The mist 
over the Pemigewasset Valley is a 
thin wraith, the Wesark, Lafayette 
and Profile Mountains are hooded 
giants and the Franconian Hills are 
near-by neighbors. I will read while 
the noon sun passes down from the 
zenith on the evening arch of sky. 
I will read and dream and ponder, 
building new thought and aspiration. 

Twelve-hundred feet above me, the 
Old Man of the Mountains with the 
Great Stone Face turns his gaze to- 
ward the abyss of eternity. Three 
rocks make up this strange figure, 
the lower, forming the chin; the mid- 
dle forming the lip and nose; the up- 
per, forming the forehead. Together 
they make up the face which is 
eighty feet in length. It seemed “as 
if an enormous giant or a Titan had 
sculptured his own likeness on the 
precipice,” I read, and further on, 
“according to the belief of many peo- 
ple, the valley owed much of its fer- 
tility to this benign aspect that was 
continually beaming over it, illumi- 
nating the clouds and infusing its 
tenderness into sunshine.” A legend 
was told in the valley that “at some 
future day, a child should bo born 
hereabouts who was destined to be- 
cofe the greatest and noblest person- 
age of his time and whose counte- 
nance in manhood, should bear an 
exact resemblance to the Great Stone 
Face. “Has he come?” I involuntar- 
ily question, and the echo answers 


“has come — come.” Across from the 
Face is a clear-cut, bold rock called 
Eagle Cliff and at the foot of Profile 
Mountain is Profile Lake, or the Old 
Man’s Mirror, a clear, transparent 
sheet of water, fresh from the chrism 
of dew. Beyond is Echo Lake where 
the voice is several times repeated. 
This then is the mountain-nymph 
who answered me that he “has come.” 
Echo, I call. “Echo-Echo-o” it an- 
swers. “Shall I see Ernest” I call. 
“See Ernest-est” it promises. “Was 
your Ernest, Hawthorne, himself” I 
call. “Hawthorne-thorne?,’ it queries. 

A friend near me says that Julian 
Hawthorne, the author’s son, says, 
“He might be compared to his own 
Ernest in the ‘‘Great Stone Face.” 
Angels seem to have sat with him 
by the fireside; and in dwelling with 
angels as friend with friend, he had 
imbibed the sublimity of their ideas, 
and imbued it with the sweet and 
lowly charm of household words. His 
words had power, because they ac- 
corded with his thoughts; and his 
thoughts had reality, because they 
harmonized with the life which he 
had always lived.” The answer is 
followed by silence, and looking from 
lake, cliff and notch up to the majes- 
tic face in the mists of the hills. I 
leave the place where it watches and 
inspires and enobles men. 

Five men meet me in this story, 
and each typifies a class. 

(a) Mr. Gathergold has many ex- 
cellent qualities which may well be 
emulated. He is shrewd, active, wise 
and possessed of mercantile skill and 
sound judgment. He represents the 
average successful merchant building 
his heart’s best edifice upon the fluc- 
tuating tides of commerce. He had 
an attachment for the valley where 
he was born and desired to end his 
days there, which shows a warm spot 
in his heart. His bad qualities are 
also many in number. He is extreme- 
ly selfish, and has become self-center- 
ed by always gathering in and never 
giving out. He is stingy, careless of 
the needs of others, thoughtless of 
kindly ministrations and unmoved by 
gentle charity. There is a lesson 
here that when money is the only 
qualification one has with which to 
win friendship, he may expect to lose 
all friends if he lose his gold. All 
his warm heart-love had been turned, 
like Midas’ loving daughter, into gold 
and he had nothing but paltry metal 
to offer. 

(b) G°neral Blood and Thunder 
was brave, ambitious, energetic, cap- 
able, firm, stern and of iron will. The 
gentle sympathy which is a flower of 
the heart was lacking. He too could 
not feel for men in their sorrows and 
homely joys. He lacked the quiet, 
unobtrusive virtue of fellowship. He 
could never be the ideal. 

(c) Old Stony Phiz was not true to 
his better nature. He was willing to 
cheat and deceive his constituency of 
patriotic followers and was himself 
cheated out of the grandest possibil- 


turer talking here and there quietly 
to the people. Also that the poet was 
Thomas Starr King, who wrote an 
“Ode on The Old Man of the Moun- 
tains” but I do not know if tae state- 
ments were well-founded. Yet some- 
way I like to think of Ernest as 
Emerson or as Hawthorne, for it 
makes it seem more possible for me 
to attain to my ideal if I have heard 
of men who have attempted and 
achieved. 

IV. A psychological view developes 
this philosophy. A man stands in a 
valley the full light of the sunset fall- 
ing upon the Great Stone Face glori- 
fying it with celestial beauty. De- 
termining that he will walk in his 
integrity towards the higher places 
of life he meets first a tempter in the 
form of avarice. This spreads for 
him the kingdoms of the world. A 
vast mirage is spread before him. 
He recalls however the legend of me- 
dieval Rome, and whispers, “The 
scholar and the world! The endless 
strife. The discord in the harmonies 
of life!” 

Having withstood the tempter he 
meets a new foe. The flash of sabers, 
blast of trumpets, sound of bugles, 
pomp and glory of war. He sees him- 
self a hero! He hears the plaudits 
of thousands! He has power. He can 
command, he can control, he can 
make men cring, he can be first. 
Then the sweet, quiet ways of life 
stretch before him in memory. Green 
pastures and still waters he recalls, 
and the carnival of pomp passes by. 

Again a foe apears. This time the 
insidious poison of flattery is offered, 
the plausible sweets of deceit. High 
office, worldly advantage, title and 
estate are his if he consents to edge 
the truth with falsehood, cry peace 
where there is no peace, hushen all 
signals of danger. A mighty voice 
reverberates through the silence, 
‘‘For what shall it profit a man?” 
and he turns to face the last foe. 

Avarice, conquest, falsehood are 
vanquished, but what is this new gor- 
gon? This hydra-headed monster is 
doubt, procastination, insincerity. 
Having sympathy with the ideal and 
understanding it perfectly he turns 
away too doubtful to make the ideal 
real; the future, promise; the pres- 
ent, good; the high things, the best 
of life. Then above the waters of the 
Avon he hears this faint but clear 
call, “This to thy own self be true,” 
and lo! the tempters fade and the 
angels of better living come and 
teach to him the secret power of 
humble life and holy purpose. It is 
then that the people near him see 
that he is Ernest. Be this a true 
philosophy or not, do not these men, 
representatives of p culiar types of 
character, typify the strongest temp- 
tations of any soul seeking its ideal? 
Just as truly as there are agencies 
leading us upward, there are agen- 
cies leading us downward. Has not 
Hawthorne pictured Ernest’s possible 
and baser life in Mr. Gathergold, 
General Blood-and-Thunder, Old Stony 
Phiz, and the Poet? 


ities of his own life. He was unwill- 
ing to purpose in his heart like Daniel 
in riotous Babylon” not to defile him- 
self with the portion of the king’s 
meat. His special endowment was 
eloquence and instead of using it to 
inspire men witn higher aspirations 
he sunk his talents into tickling their 
palates. Lack of purpose and an en- 
deavor toward the nobler fields of 
existence left a longing expression 
upon his face. He was unsatisfied. 
A traveler through the malarial 
marshes of Mexican sea-coast after 
catching glimpses of the snow-capped 
peaks and grassy valleys upward m 
the mountain-region of the Montezu- 
mas would ever after be dissatisfied 
in the marshes, even while unwilling 
to make the effort to climb to the 
heights. Going on in the low marshes 
he would nevertheless cast a look of 
longing toward the upper hills and 
this longing would grow into an ex- 
pression on his face. So with Mr. 
Stony Phiz. He had a nature great 
enough to know that he lacked higher 
good, yet he would not purpose to 
win it. It is a sad spectacle indeed 
for he might have gained the ideal. 
There is a warning here for me about 
which I ought to think reverentially. 
I am told that the author refers to 
Daniel Webster by this proposal, 
something in the same spirit that 
Whittier wrote “Ichabod.” 

(d) The Poet has genial and pleas- 
ant qualities. He is truthful, frank, 
discerning, discriminating and filled 
with poetic faith and exquisite inter- 
pretation. A German legend runs 
that all pursuits were taken by men 
and when the poet, destitute of occu- 
pation, appealed to Jove he received 
permission to enter the heavens, 
learn of the Gods and interpret to 
men. Hawthorne calls him “the last, 
best touch of the Creator’s handi- 
work.” But the poet would not put 
the lofty precepts of his mind into 
practice, nor hold good in common- 
place deeds his poetic faith that men 
were in kindredship with angels. He 
sank to the baser sort and even 
doubted his own glimpses of the su- 
pernal. 

(e) Ernest was patient, persever- 
ing, observing, humble in spirit, meek, 
child-like, trustful, holy and keenly 
attuned to Nature. His great sim- 
plicity gave an empyreal touch of 
glory to all his life. He was perfect 
truth and candor personified. Into 
the inner tissues of his life were 
blended the mingled hopes and as- 
pirations which came through long 
years of study of the ideal. He was 
wise in the wisdom of his heart. His 
utter supremacy over the evils of the 
human nature is shown when after 
he is found to be the man long- 
sought-for and old-legended, he only 
quietly walks home. I have heard 
that Ernest represents Emerson who 
was so majestic in thought sympa- 
thizing and child-like in spirit, and 
who was a quiet minister and lec- 


V. The great lesson of this selec- 
tion is that he alone is truly noble 
who weaves into the innermost tis- 
sues of his every day life the possi- 
bilities of his ideal nature. He must 
not only appreciate true excellence 
but be truly excellent in heart and 
life. The face sculptured in stone 
represents the ideal. There is so 
much within him of which he never 
dreamed. Such a true, chaste, lov- 
able nature if he will but bio it rise 
from out the unchiselled marble. 

The application is personal. My 
chief aim should be to develop my 
highest possibility. I am create 1 
royal. To Ernest the Face meant his 
ideal of perfect manhood. He was 
able to see more than others saw in 
the ideal, for two reasons, first be- 
cause there was more in his nature 
than in theirs; and, second, because 
he eagerly sought self-conquest, and 
was willing that his own heart 
should become like the ideal. Hav- 
ing achieved the victory Ernest quiet- 
ly walks home. So to the man or 
woman of holy life will death be but 
a journey; and after thought and life 
imbued with the mountains and up- 
per air, the heavens will be home. 

HANG THE STEIN 

UPON THE WALL 


Hang the stein upon the wall 
That is drained of bitter brewing 
Liquor harmeth each and all. 

And is thoughtless man’s undoing. 
Order water, sparkling water, crystal 
water 

Hang the stein, "and bless the wife, 
the son, the daughter. 

FIRST ANNUAL INTER- 
SOCIETY CONTEST 


Between the Joseph F. Glidden and 
Isaac L. Ellwood Societies. 
Normal Auditorium, March 16, 1900. 
PROGRAM. 

PART I. 

Music School Song 

Glee Club. 

Debate — Resolved. That the United 
States Should Not Permanently 
Retain and Govern the Philli- 
pine Islands. 

Affirmed — Margaret Gallagher, David 
Madden. 

Denied— tRoy Mize, Jennie C. Bertram. 


Vocal Music 

A Dream Bartle*t 

When Daffodils Unfold Dick 

Bertha E. Carpenter. 

The Plains of Peace Barnard 


A Song at Even.... Campbell-Tipton 
W. R. Lloyd. 

PART II. 

Essay — The Obligation of Educated 
Women to the Social Settlement. 
Minnie M. Bush. 

The Growth and Influence of Wo- 
men’s Clubs in America 

Blanche Munson Capron. 

Declamation 

Fourteen to One 

Elizabeth Stuart Phelps 

Elsie Farr. 

Jack the Fisherman 


Elizabeth Stuart Phelps 

Ivy Stuart Wright. 

Instrumental Music 

The Last Hope Gottschalk 

Charlotte Paulsen. 

On the Mountains Grieg 

Grace Hobbs. 

Oration — Sherman’s March to the 

Sea 

Frank L. Bennett. 

The Relation of Industrial to Social 

Life 

Olive Spence. 

Music Serenade Waltzes 

Orchestra 

Decision of the Judges. 

*Glildens lead in all exercises. 


HOME SICK. 


Dear house among the maple boughs 
Mine own sweet family 
No faint affection disallows 
That I away should be. 

Across the campus green I pass 
Return along the bank. 

And daily in inspiring class 
Go onward rank by rank. 

The toil, the text, the exercise 
Are they not all for thee 
Incentive that my star arise 
Mine own sweet family. 


THE NORTHER PROGRAMME. 


Auditorium Hall, Wednesday, May 30. 
PART I. 

Tod Sloan’s Gallop W. H. Kiefer 

Overture — ‘William Tell”.... Rossini 
Mrs. Parson and Miss Bodman. 
Solo and Chorus — ‘‘The March of 

the Grass” Chas. Gabriel 

Soloist Mildred Archer and Chorus of 
Children. 

Violin Accompanist, Jessamine Crap- 
ser. 

Reading Selected 

Sue Dorothy Hoaglin. 

Piano Solo — ‘‘Hungarian Rnapsodie, 

No. 2” Liszt 

Alice Helmershausen. 

Vocal Solo Selected 

John Loring Cook. 

(a) The Bavarian Yodle, (b) Seren- 
ade 

Ladies’ Glee Club. 

PART II. 

Serenade Waltzes. .. .Victor Herbert 
Mandolin Club. 

Duet — ‘‘Prison Scene” ..II Trovatore 
Mrs. Ellwood and Mr. Parson. 

Reading Selected 

. . Sue Dorothy Hoaglin. 

Vocal Solo — ‘‘Spring Song”. .Henshal 
Alice Mayo. 

Spanish Serenade 

Glee Club. 

Violin Solo Selected 

John Loring Cook. 

The Charlatan.... John Philip Sousa 
Mandolin Club. 


OFFICERS: 

President Minnie M. Bush 

Vice President Lida C. Martin 

Sec’y-Treas Margaret Gallagher 

CLASS ROLL 

Jennie Campbell Bertram, 

Minnie May Bush, 

Linnie Chamberlain, 

Samuel C. Clark, 

Lewis Edwin Flentje, 
Margaret Gallagher, 
Eva Grace Hamm, 
Cecelia Hamel. 

Maud Minnie Adella Helmershausen, 
Elizabeth Jane Hendry Mitchell 
Julia Winfred Johnston, 

Lida Chenowith Martin, 

Ida M. McCrea, 

Addison Roy Mise, 

Mary Leone Patten, 
Joanna R. Sweeney. 
SENIOR CLASS PROGRAM. 
“Yellow and White,” . Boy’s Glee Club 
Words by Adella Helmershausen. 
President’s Address. .Minnie M. Bush 

Poem Linnie Chamberlain 

Vocal Solo Selected 

Grace Wood. 

History Elizabeth Mitchell 

Artist Joanna Sweeney 

Reading Cecilia Hamel 

Music Selected 

Mandolin Club. 

Orator “The Power of Oratory” 

Margaret Gallagher. 

“Kerry Dance” Girls’ Glee Club 

Address to Juniors. .. .Ida M. McCrea 

Donor Lewis E. Flentje 

Prophet Lida C. Martin 

Class Song “Parting To-Night” 

Adella Helmershausen. 

Seniors. 

On motion of Miss Martin the class 
requested me to write a class song 
to the tune “Tenting To-Night.” 

Parting To-Night. 

We’re tenting to-night by the open 

fire 

Around whose genial blaze, 

The visions bright, a seraph choir, 
Recall our happy days. 

Chorus: 

Saddened is the class that is tenting 
to-night 

Watching as its school days cease. 
Saddened is the class in the shadow- 
ed light, 

Watching its school days cease. 
Tenting to-night, 

Tenting to-night. 

Watching as its school days 
cease. 


II. 

We’re leaving to-night and our foot- 
steps roam 

Leaving the place grown dear. 

The place that has been a bright, 
bright home 

Throughout the long bright jear. 

Chorus: 

Saddened is the class that is leaving 
to-night, 

Watching its school days cease, 

Saddened is the class in the shadow- 
ed light 

Watching its school days cease. 

Leaving to-night, 

Leaving to-night, 

Leaving as its school days cease. 

III. 

We’re watching to-night as the em- 
bers fall 

And sinks in the waning light. 

And shadows creep o’er the dusky 
hall, 

O’er the yellow and white. 

Chorus: 

Saddened is the class that is watch- 
ing to-night 

Watching as its school days cease. 

Saddened is the class in the shadow- 
ed light 

Watching its school days cease. 

Parting to-night, 

Parting to-night, 

Parting as its school days cease. 


DEDICATION OFTHE NORTHER 


When in the flaming inglenook 

Bright visions pass in tender haze, 
Upon the pages of this book 
Will dawn again the Normal days. 

The faces that are known and dear 
Will look upon you from the past, 
And youthful voices call in cheer — 
Too beautiful and loved to last. 

And dreams will come in vesture 
bright, 

And hopes that with the student 
dwelt. 

As holy as at candle-light 
When you beside a mother knelt. 

Thou, angel of the blessed book. 
Trail low thy garments glistening 
white 

Bear Greeting to each inglenook 
Where dreams a student in the 
light! 


SENIOR EDITORIAL IN 
THE FIRST NORTHER. 


We are the first class of the North- 
ern Normal, the pioneers of this in- 
stitution. We came in the golden 
mornings of September, thrilled with 
the new spirit of a great endeavor. 
The entrance bade us stately wel- 
come, the oaks nodded in friendly 
salutation, the lordly building gave 
us a “local habitation.” We came 
when the laborers still lingered in 
the halls, the hammer, mallet and 
chisel sounded merrily and no bell 
rang for classes. We have watched 
the advent of telephone and electric 
bell. We have seen the Ellwood, 
Glidden and Ionian Societies, the 
paper — The Northern Illinois— the Y. 
M. and Y. W. C. A’s., the colors, yells 
and mottoes, the tennis, golf, base 
and football teams the band, mando- 
lin and glee clubs come duly as their 
needs were felt. As to the early 
settlers and to their children these 
prairies are dearer than to later resi- 
dents, so is this school especially 
dear to us. Peculiarly it is ours. We 
shall always watch over it in tender 
solicitude. Its joys are our joys, its 
sorrows are our sorrows, its victor- 
ies are ours to glory in. 

With high seriousness we have re- 
alized that we were forming prece- 
dents, opening “a book of begin- 
nings,” setting up a standard. Nobly 
we have ralied to this realization, 
and have consecrated hand, head and 
heart to the achievement of our 
ideals. We have not slackened in 
pace, doubted in darkness cr failed 
in strength. To the student body we 
say: Do as we have tried to do, fol- 
low the plumbline we have drawn, 
strive toward the high ideals we 
cherish. 

We have chosen old rose for our 
class color. It is redolent of old gar- 
dens, rose walks and dreams fair as 
the dream of Elaine. In the picturing 
it calls to mind, rose June walks on 
with maiden feet, adown the path of 
song the rose leaves blow, each petal 
dewed with love and meadow cheer, 
and in the sweetness and beauty we 
watch our normal school days slip 
away. Life and life’s duties may bear 
us far from the woodsied campus, 
the castled school, the compan ; on- 
ship of classmates — but forever shall 
the memory come back with the deli- 
cate old rose in the sunset skies and 
the perfume of roses, fragrant, dewy 
sweet which we gathered in youth. 

We feel that the citizens of North- 
ern Illinois are looking to us. They 
have given largely. They expect 
much. They are trusting us and we 
are nerved to stalwart effort. We 
know that farming lands have been 


taxed, home luxuries lessened, the 
fields early and late sown, that the 
cause of eduucation might have fur- 
therance. They have bestowed upon 
us these priceless privileges which 
we have enjoyed, that we might be 
better furnished to better instruct 
the youth of the state. They trust 
their children to us, their most price- 
less possessions, and we can only 
say: In gratitude to all, we hail the 
future, pledging our utmost loyalty. 
Fair northern prairies of our state, 
rural and village districts, city ward 
schools, sturdy boys,brothers of Lin- 
coln, Grant and Logan, bright girls, 
trustful parents, we will do all we 
can to keep the educational interests 
of the state to the front. 

The past of our Alma Mater is in 
the present. The reputation of the 
new school lies with her students. 
We are thrilled with our responsibil- 
ity. Dear trusting mother we will 
not disappoint you. On our banner 
is blazoned Veritas. The ideal self 
is our Quest. To all that is true and 
holy we will Stand By. 

The opening dawn of a new cen- 
tury finds us alert and equipped for 
effort. Our faces are turned to the 
twentieth entering. Far down the 
east the red light breaks. The horses 
of Phoebus are restless. Aurora is 
shrouded in light the hours stand 
waiting by the morning. Break, won- 
drous century. It is ours to hail. We 
shall not see you flee away. With 
the last June of the past year our 
school days together are slipping 
away, blown down the dusty paths of 
time. 

To the students of coming years, 
fraternal seniors, hopeful juniors, 
struggling freshmen, we hope that 
our memory may be what June is 
to the year, and the rose is to June. 


DIPLOMA. 

State Normal School. 

De Kalb, Illinois. 

This certifies that Maud Minnie 
Adella Helmershausen has completed 
satisfactorily the prescribed studies 
and practice work, in the Two-Year 
Course and is therefore entitled to 
this diploma. In Testimony Whereof 
the President and Secretary of the 
Board of Trustees and the President 
of the School have affixed their sig- 
natures this 21st day of June in the 
Year of Cur Lord 1900. 

JOHN W. COOK. 

President of School. 

ADAMS A. GOODRICH, 
President of Board of Trustees. 

W. C. GARRARD. 

Secretary. 


LITERATURE THROUGH THE 
EIGHT GRADES. 


The focusing of many lines of ob- 
servation is upon the child. His is a 
significant organism, potent in life. 
As of yore in Galilee, so to-day, amiu 
those who would be great, the Lord 
Christ sets the child. To him the 
state is looking for her citizen, science 
for her investigator, art for her in- 
terpreter, religion for her incarna- 
tion. On him are turned the Roent- 
gen rays of three worlds, the earth, 
the hades and the heaven. For him 
are the past, mighty in history; the 
present, mighty in opportunity; the 
future, mighty in promise. By him 
must liberty be made permanent, 
righteousness be made actual, the 
ideal made the real. 

The child should be approached as 
one approaches a mighty cathedral 
like St. Paul’s, St. Peter's or St. 
Mark’s Rest. Review the past thought- 
fully, seek out the individuality, ad- 
mire the glorious traces of art, and 
be reverent. Indeed, the child is but 
a temple built by a greater than 
Michael Angelo, holding a costly 
shrine, the soul. I plead therefore 
for the largest attributes of soul and 
heart for the teacher; the inspiration 
and genius of a wide culture; the en- 
ergy and leadership of a glowing, 
life-giving personality. 

Because of optimistic faith, bearing 
the “white shield of expectation,” I 
turn to the highest manifestation of 
all things that touch the human life. I 
crave tor the child the burning spark 
of divine fire — “the little more, and 
how much it is!” I desire for him 
that he shall have this gleam of Pro- 
methean brightness, this fullness of 
oversoul, that he may stand as one — 
“Whose armor is his honest thought. 
And simple truth his utmost skill, 
Whose conscience is his strong 
retreat, 

Lord of himself, though not of lands. 
And, having nothing, yet hath all.” 

Is not the spirit of the summit the 
true guidon? Since literature affords, 
as the scholarly Scudder says, the 
full measure of spiritual light, let the 
child walk in its way, sure that con- 
tinual advance makes more and more 
real the presence of the illimitable 
light. Literature is human life re- 
flected in the representations of hu- 
man experience, either actual or 
ideal. The sources of literature are 
inspiration and nature. The Hol'n- 
shed Chronicles are rich in material 
for drama; the fields of Horton sug- 
gest the pleasures of the joyous and 
the pensive man; the mountains 
breathe reverently of God; the prime- 
val forest whispers of love and de- 
votion. The stoi’ies, myths and folk- 
lore are classics full of meaning 
showing the beginnings of the race. 
When men felt great longings thrill- 
ing through their beings, they wrote 
them down in tale, fable or myth, 
and their younger brothers of later 
ages of civilization have made those 
longings wonderful achievements. 


Through the eight grades the child 
is led where words are but the sym- 
bols of the thoughts. His fancy 
leads him a willing captive into the 
story-land, his true intellectual home. 
The chilcl at six years enters school 
the nursling of a happy home, or th_> 
•‘one mouth more to feed” of tne 
crowded tenement, or the forsaken 
burden of the street — it is all alike 
to the true teacher. It is hers to 
open the vast vista of the years gone 
by and cause the child to become the 
inhabitant of the universe. Uncon- 
sciously he perceives relat ; ons and 
finds himself in his true position. He 
is the heir of the world’s achieve- 
ments — Egyptian architecture, Phoe- 
nician navigation, Greek art, Roman 
organization, European civilization, 
American equality. Possibly he en- 
ters upon his world kingdom through 
the story of ‘‘The Three Bears,” and 
learns the mine and thine of life. 
Through the story of ‘‘Little Red Rid- 
ing Hood” he gains an idea of the 
necessity of obedience. Through the 
story of ‘‘The Little Match Girl” he 
learns the lesson of thoughtfulness 
to those less fortunate. So, one by 
one. life’s great truths become the 
child’s heritage. What a beautiful 
world is opened to his vision! He 
becomes a creature of fire and air, 
a spirit. The task of literature is to 
promulgate spirituality. Its achieve- 
ment is the development of the soul. 
Its mission is to reveal the sonship 
of the child, a conscious being, to 
the Father, whose voice in the burn- 
ing bush whispered, “I Am.” 

A good story contains a general 
idea which illustrates a phase of in- 
dividual life or a social relation. The 
charm is lent by the possibility that 
the child might occupy the pictured 
situation. It is a struggle and a so- 
lution. Being human, the story ap- 
peals to humanity. The very fact 
that the child delights in the story 
shows its adaptability to his needs. 
His mind is fanciful and the story 
appeals to his fancy and imagination. 
The child’s mind is intensely sympa- 
thetic; it is wholly objective and the 
story calls for the warmest sympa- 
thy, wherein he is so sorry or so 
glad for the hero. The story allows 
range for introduction of science, 
geography, correct speech and illus- 
trations in its preparation. Because 
of this and for other values it is a 
means of conveying thought. The 
educator, Wilmann, says the storv 
should be childlike should form mor- 
als, should be instructive, should b'' 
of lasting value and a connected 
whole. 

The fairy story is one that presents 
a truth in a fanciful way by introduc- 
ing an object called a fairy, which 
accounts for the impossible events 
which occur. The delight in fairy 
tales and nature stories is an earnest 
that in the child there is a latent 
power to overcome the obstacles of 
life. That innate power or spirit of 
extravagance is symbolized by a 
fairy. Fairy stories are signs of the 
evolution of the thought of the race. 
Their real content is the portrayal 
of human experience. 

A fable does not necessarily con- 
tain that extravagant feature which 
a fairy story does. When a fable has 
the idea that animates objects or 
causes animals to talk, it then comes 


Emerson encourages: 

“There is no great and no small 
To the soul that maketh all. 

And where it cometh all things are; 
And it cometh everywhere.” 

Whittier whispers: 

“The blue sky is the temple’s arch, 
Its transept earth and air.” 

Bryant lifts his prophetic finger 
and breathes: 

“He who from zone to zone. 

Guides through the boundless sky 
thy certain flight, 

In the long way that I must tread 
alone 

Will guide my steps aright.” 

A great ambition to be noble, a 
great beginning, an equal place for 
each, a temple whose vastness is the 
universe and an unfaltering faith are 
the tenets and creed of song. The 
child goes with Paul Revere on his 
famous ride, and the spirit that thrill- 
ed Massachusetts sways him. He 
sings the “Song of Marion’s Men,” 
and its martial music beats in his 
heart. He listens to ‘‘Grandmother’s 
Story of Bunker Hill,” and prizes 
more highly “the land where the 
fathers died.” For him the poet sang 
of Evangeline, Hiawatha and Miles 
Standish, for Acadian, Indian and 
Puritan are his. For him Irving kept 
his sketch book, Whittier shared his 
home snow-bound in the New Eng- 
land winter, and Lowell pictured the 
“Vision of Sir Launfal.” 

Having learned of the pipes of his 
native Pan, he turns to great chords 
of song and story over the Atlantic. 
Through the Trosachs he follows 
“The Lady of the Lake,” and the 
beauty of loch and mountain stimu- 
lates to the highest artistic culture. 
Through Lincoln’s Inn Fields in Lon- 
don he follows Little Nell in the 
beautiful story of a child’s devotion, 
and his sympathy is stirred. On the 
Rialto and at Belmont he fairly lives 
with Antonio and Portia, and the ap- 
peal of mercy thrills his soul. His 
are the open sesame and the lilies; 
all windows are oriel windows, and 
all mornings are mornings in Flor- 
ence. 

One can never estimate the force 
of the lessons which the child learns. 
They are vital isues, swaying the in- 
most nature of the soul. 

I see a white room, a little stand 
with a candle thereon burning, a low 
rocker, a sweet face in a crown of 
silver hair. I hear a grandmother 
say: “And God sent down an angel 
and shut the lion's mouths, and Dan- 
iel was not hurt, for he trusted in 
God.” All the years have not disturb- 
ed the confidence learned in that 
story. I stand by a broad-armed 
rocker, the volume is bound in blue 
and gold, a father’s voice reads on 
and the brotherhood of all earth’s 
races dawns upon the mind. Over 
and over I hear repeated: 

“It’s coming yet, for a’ that, 

That man to man, the world o’er, 

Shall brothers be, and a’ that.” 

I see a child reading “Paradise 
Lost,” with the help of a mother’s 
explanation, and thus she is led into 
an understanding of the awful re- 
sponsibility of living. Readings to 
amuse a child? No, epochs in the 
soul life, and therefore deathless. t 


under the head of fairy stories. 
There is, however, no distinction or 
distinguishing line dividing all fairy 
tales from all fables. 

A transition in which the psychical 
faculties of the mind are passing 
from the unrestrained fancy to the 
practical fancy takes place when the 
child begins to delight in tales of 
adventure, as “Robinson Crusoe.” 
This story involves all of life. It has 
moral lessons, economic study and re- 
ligious instruction. It teaches appre- 
ciation of home and family. It trains 
the judgment, teaches industry and 
represents the race. Defoe lived 
about the time of the inception of 
social economy as a science. The 
ideas were ridiculed, and this story 
is presented as an easy way of illus- 
trating the principles of economic 
philosophy. It is much more than a 
mere story. Kingsley’s narration of 
the “Water Babies” opens a new 
world of fields, flowers, hedges, 
brooks and beauty of English country 
scenes to the child’s vision. The lit- 
tle white lady in the white room 
gives him a dream of daintiness and 
purity. The sorrows of Tom touch 
the heart. The evolution of the chim- 
ney-sweep into a water baby fills the 
child with wonder. The story is a 
classic which cannot die. 

A myth has an element of extrava- 
gance, disobeys all laws of nature 
and contains prophecies of the race. 
The myth inspires the heart. Homer 
is ideal. His heroes draw near. “The 
Iliad,” “The Odyssey,” “The Tales of 
Troy,” “The Wanderings of Ulysses,” 
are eagerly perused. The child lives 
in a new world. The wayside bushes 
are coverts for nymphs. The moun- 
tains are bivouacs for the gods. The 
river has its Lorelie, the water its 
Thetis, the desert sand its Sphinx 
and the sky its Perseus. Everywhere 
the child sees heroes who, forgetting 
self, do great deeds which call forth 
bravery, courage and fortitude for a 
good cause. His are Achilles, Apollo, 
Orpheus and Jason, and the child is 
a bonny Argonaut gone sailing over 
seas for the Golden Fleece of Fancy. 

The child is an American and turns 
to study Americanism through the 
inspiration of the poets. In the up- 
per air the poets see with clearest 
vision “earth and air and sea and 
sky and the imperial sun.” Theirs 
are the mists on Mount Olympus, the 
waters of Pirene’s fountain and the 
flights on winged Pegasus. Before 
the child wage warfare with life's 
chimera let him harken to each voice 
that sings. 

Holmes sets the majestic symphony: 
“Build thee more stately mansions, 
O my soul, 

As the swift seasons roll! 

Leave thy low-vaulted past! 

Let each new temple, nobler than the 
last, 

Shut thee from heaven with a dome 
more vast, 

Till thou at length are free. 

Leaving thine outgrown shell by life’s 
unresting sea.” 

Lowell urges: 

“Greatly begin! Though thou have 
time 

But for a line, be that sublime.” 


It is not the purpose of the thesis 
to give a list of the literature of the 
eight grades or to touch upon, the ped- 
agogical presentation; but to present 
the great side of the subject. The 
source of energy, the fountain of 
fresh waters, the impetus of effort, is 
the development of soul. Literature 
is first of the school studies, for it 
adds the full measure of light. It 
furnishes the companionship of the 
best of earth. The child traces the 
evolution of thought from the early 
races to the present. He enters the 
rarest libraries, the choicest studies, 
the fellowship of the worthiest minds. 
He becomes a more fully realized 
self, a stronger personality. He ac- 
quires politeness, obeys conscientious- 
ness, loves humility. He develops a 
soul all-sided in its completeness. He 
finds his true place in the universe, 
the relation of all things to each 
other, and after the soul-growth of 
the years in the eight grades the 
child 

“Owns the grateful sense 
Of sweetness near he knows not 
whence. 

And pausing, takes with forehead 
bare. 

The benediction of the air.” 

NOW LIKE A LOVELY 

FLOWER THOU ART. 


After the German of Heinrich 
Heine. 1799-1856. 

How like a lovely flower thou art 
So bright and beautiful and pure! 
I gaze upon thee. In my heart 
Doth sorrow its foreboding dart. 

I would that in my prayer I might 
Lay low my hand on brow of white. 
That God shall hold thee, love-secure. 
So pure and beautiful and bright. 


ADOWN THE WABASH RIVER. 


To James Whitcomb Riley. 

On the fly-leaf of “Rhymes of Child- 
hood.” 

The simplest, sweetest, truest things 
are best. 

The well-curb where we splashed 
the water bright; 

The cherry boughs with orbs of 
ruby light 

When springtime robins built their 
blue-pearled nest; 

The village lane that traced our 
childish quest; 

The morning-glories o’er the case- 
ment quite 

Up to the eaves; the still-remem- 
bered sight 

Of white hands knitting that are long 
at rest. 

So, as these memories are precious 
from lost years 

Thou, too, art dear, O poet of the 
early day 

Who heareth song where sad the 
heartstrings quiver; 

For thou hast sung in verse our hid- 
den tears. 

Our hand in mother’s, baci to youth 
we stray 

With thee, dear Pan, adown the 
Wabash river. 


GREETING AND FAREWELL. 


Translation of “Willkommen und 

Abschied" by Johann Wolfgang 

Goethe. (1749-1832). 

Up-leaped my rapturous heart with 
thrill of gladness, 

Swift sprang my steed full-eager 
for its flight; 

And soft the Evening’s love, with 
shade of sadness. 

Embraced the world o’er hung by 
sable night. 

Then like mysterious giant to my 
vision 

The hazy-mantled oak seemed close 
to rise, 

And like lorn soul astray from field 
elysian 

The darkness lingered, haunting 
with its eyes. 

White o’er a shimmering hill of 
clond-like glory 

The maiden moonlight glittered 
through the mist. 

The winds went murmuring, sighing 
o’er their story 

As soft as angels’ pinions, wide 
and wist. 

Strange phantoms perilous waned, to 
shadows growing 

But jubilant in love my glad heart 
beat, 

Aglow, promethean, its hot fires 
glowing 

In ecstasy of rapture, thrilling, 
sweet. 

I thee beheld; as an aureole flame- 
golden 

Thy lovely gaze fell on me bene- 
dight. 

My heart in love to thy heart strong 
was holden 

I breathed, half-breathless, at the 
blessed sight. 

The rosv radiance. Youth so richly 
sharing 

Fell lightly in rare beauty o’er thy 
brow, 

And love for me, O the joy, if thou 
art caring! 

How dare I hope for such enchant- 
ment now! 

Too soon the sunlight lit the sky in 
splendor, 

And parting smote my heart with 
silent pain. 

What rapt sweet ecstacy thy kisses 
tender, 

What love-light in thy eyes, what 
grief, what pain! 

I went, but following down the path- 
way lonely 

Thy loving gaze spoke yet thy sad 
farewell. 

Oh, to be loved as the heart’s love, 
first and only! 

To love, ye gods, how magical the 
spell. 


BRIGHT VISION OF MORNING 


O Spirit of Normal! O Guidon of 
Cheer! 

Our hearts all are loyal to thee 
who art dear. 

Inspiring us onward wherever we go 

O Spirit of Normal, thy vision 
bestow. 

Bright vision of morning! Glad 
vision of Youth! 

O Perseus dauntless, thy challenge 
is Truth, 

Thou seest the sunrise, where Hope 
doth abide 

To planes of high living thou star- 
like doth guide. 

Still true to thee ever, our songs shall 
arise, 

Our Quest is Endeavor, our grail, 
Sacrifice 

Inspiring us onward wherever we go, 

O Spirit of Normal, thy vision 
bestow. 

Sung to the Scottish Folk-song ‘‘My 

Heart’s In The Highlands.” 


SENIOR OFFICERS. 


Pres., Miss Bush; Vice Pres., Miss 
Martin; Sec’y-Treas., Miss Gallagher. 
Motto: Veritas. Colors: Vieux Rose. 
Yell: Dewey No! Dewey No! Ros- 
enkranz! Rosenkranz! Ho! Ho! Ho! 

Seniors — Jennie Campbell Bertram, 
Kendall. Bristol; Minnie M. Bush, 
Will, Joliet; Linnie Chamberlain, 
Whiteside, Erie; Samuel C. Clark, 
Cook (De Kalb); Lewis Edwin Flentje 
Macoupin, Palmyra; Margaret Ann 
Gallagher, Whiteside, Sterling; Celia 
Hamel, La Salle, La Salle; Eva Grace 
Hamm, Beaver Falls, Pennsylvania; 
Minnie Adella Helmershausen, Lee, 
Franklin Grove; J. Winifred John- 
ston, Cook, Oak Park; Ida H. McCrea. 
Ogle, Creston; Lida Chenoweth Mar- 
tin, Macon, Decatur; Elizabeth J. H. 
Mitchell, Cook, Austin; Addison Roy 
Mize, Madison, Hamel; Mary Leone 
Patten De Kalb, De Kalb; Joanna B. 
Sweeney, Lake, Ft. Sheridan. 


COMMENCEMENT PROGRAM 
June 21 

Chaplain — Rev. U. B. Morris. 

“Comrades in Arms” Adams 

Boys’ Glee Club 

“Protect Us Through the Coming 

Night” Curschmann 

Misses Patten, Hobbs, Richardson, 
Warrington, Carpenter 
“The Possibilities of the Country 
School” 

Jennie C. Bertram, Salutatorian 
“The Social Function of the Teacher” 
Addison R. Mize 

Vocal Solo — “Bianca” Mattei 

John Loring Cook 

“Literature Through the Eight 
Grades” 

Adella Helmershausen 
“The Value of Literature to the 
Teacher” 

Winifred Johnston 
“The Relation of the Kindergarten 
to the Public Schools” 

Mary L. Patten, Valedictorian 
Presentation of Diplomas 

President John W. Cook 
Orchestra Selected 


FINIS. 


AT THE GATES OF DAY. 


She awoke to supernal morning 
At the breaking of the day, 

With no bell at its toll of warning, 

No bird o’er its matin lay. 

Just a sleeping and then a waking 
Just a hush in the day’s first breaking, 
For the Angel of Life eternal 
Had opened the gates of Day. 

For, as out of the light’s faint streak- 
ing 

In the morning of the skies, 

Came the words of the Master speak- 
ing 

“I bid thee, O Daughter, Rise.” 

Just a calling and glad home-going, 
Just a trusting and then a knowing, 
For the Angel of Life eternal 
Had opened the gates of Day. 

From the pillow to crown of glory, 
The dark, to the sea of glass. 

From the sob, to the wondrous story, 
So she came with Him to pass. 

Just a change from the earth-love ten- 
der 

To a fuller and deeper splendor, 

For the Angel of Life eternal 
Had opened the gates of Day. 

August 20, 1900. 


NOTE:— Our community was saddened 
on Monday morning when the word came 
that Mrs. Swingley had died at break of 
day, and from many lips were heard the 
expressions: “She is at rest at last,” “Her 
long suffering is over.” The record of her 
life is brief, touching in its affliction, and 
beautiful in its constancy. 

E. Ellen Hepfer was born into a godly 
family in Franklin county, Pa., Oct. 6, 
1844, and grew up into girlhood in that 
state. At the age of fifteen years she 
united with the English Lutheran church 
and became an efficient worker, teaching 
in the Sunday school, singing in the choir, 
aiding all good causes. 

December 19, 1871, she was married to 
Mr. F. O. Swingley and the following 
March moved to Franklin Grove, where 
she has since resided. She united with 
the M. E. church and attended its serv- 
ices as long as health permitted. For six- 
teen years she has been an invalid, and 
endured weariness and pain above words 
to describe, but much of sunshine was 
gathered about her. The long loving serv- 
ice of her husband, dutiful daughter and 
young son; the companionship of neigh- 
bors, church members and friends; the 
calls of pastors and above all the Bible 
and Christian song, lent their gladness 
to her patient days. She was a King’s 
Daughter to whom the “Silver Cross” 
came with its cheer. She was a member 
of the Shut-in-Society and this was an 
open w'indow to her, for many dear 
friendships were formed and not only did 
words of comfort reach her but she was 
enabled to reach and help other shut-in 
sufferers. 


IN THE GRAND CANON 

Of the Colorado. 


East of the sun, and west of the 
moon, 

Lost in the shimmering sapphire 
blue 

Down in the canon’s shadowy noon. 

Sweet in the balm of a genial June 

Rivulets trickled the lone gorge 
through 

East of the sun, and west of the 

Lo! when I murmured a careless tune 
moon. 

Softly the rocks and the caves sang, 
too, 

Down in the canon’s shadowy noon. 

Bright was the quartz on the shingly 
dune 

Clear as the drop of a crystal dew. 

East of the sun, and west of the 
moon. 

Yea, and the promise of gold was 
soon 

Found at the end of the rainbow, true, 

Down in the canon’s shadowy noon; 

For. as a bright, a beauteous boon. 

Memory lovingly etched the view 

East of the sun, and west of the 
moon, 

Down in the canon’s shadowy noon. 


ON THE BRIGHT ANGEL TRAIL 

In the Canons of the Colorado. 


Far from the Rim of the El Trovar 
On from the headland and down 
the height 

The Colorado flows far and far 

Swirling and swirling in Titan 
might, 

The sea-fog lifts in the azure air 

Perturbed by the lost winds here and 
there, 

Like unseen ghosts from a vanished 
shore 

That breathe in the hollows evermore, 

Sweet is the song and weird is the 
tale 

Of years and years in the primal 
yore 

Lost in the steepes on the Angel trail. 


There o’er a shimmering purple bar 
Wine-red shadows are dark to the 
light 

Gorgeous as Hesperus’ wondrous car 
Bright in the heavens, Ah, bright! 
How bright! 

The lights of the foam are ruby-fair 
Away to the silvery ledges, where 
A range on a range, in frost-flakes 
hoar 

A peak on a peak lift brightly o’er 
Waterfalls hanging, a bridal veil 
The Maid-of-the-Mist had lost be- 
fore, 

Lost in the steepes on the Angel trail. 

Pause where the Indian gardens are 
Walls sheer above us, a thing of 
fright, 

Never a sound or a shade to jar 
Save for the scream of the eagle’s 
flight, 

The little brook sings a song most 
rare 

The sound of the silence to wake and 
share 

Its warm bright heart-drops to pour 
and pour 

Where often a mill-wheel sang its 
lore 

Sweetly to butter-cups in the dale 
Of ledge on the mossy mountain- 
floor 

Lost in the steepes on the Angel trail. 

Out o’er the quartz and the satin spar 
Emerald, onyx and malachite, 
Sardius gem and the agate star 
Jacinth and beryl and chrysolite, 

A flame like a shining round of stair 
A sunburst bright and a shadow-flare 
Carnelian red to the heart’s deep 
core 

And pearls milk-white, such as Helen 
wore, 

Ah, that the shimmer of light should 
pale. 

The radiance and the treasure-store 
Lost in the steepes on the Angel trail. 

Naught doth the spell of the silence 
mar 

But stiffled sigh of a voiceless sprite 
Hidden in garments of leaves bizarre 
Down in the caverns of the night. 
Below in the green snake’s slimy 
snare 

With never a song or a startled dare 
Doth Echo dwell by her fast-locked 
door. 

Red-stained in the blood-root’s drip- 
ping gore, 

“Echo!” — o. — oh — o, the accents fail, 
“O, Echo!” o — oh. She doth implore 
Lost in the steepes on the Angel trail. 

Envoy. 

Vast vista titantic! Thy walls com- 
pare 

With shield of Achilles red-wrought 
in glare 

Of Vulcan’s forge-fires. W’hat craft- 
god bore 

Thy pattern, and wondrous sculpture 
tore 

Out from rock-granite with hand of 
mail ? 

The Titans sleep, save in tempests’ 
roar, 

Lost in the steepes on the Angel trail. 


THE VISION OF THE ADMIRAL. 


(In the battle of New Orleans Ad- 
miral Farragut was in the rigging of 
his flag-ship “Hartford” from day- 
break, watching the fight to open the 
mouth of the Mississippi.) 

‘‘Thou seer, high lashed to the rig- 
ging shrouds 

At break of the battle-day! 

Above, the sweep of the dawn-bright 
clouds, 

At wake, but the boat-tossed spray, 
The blue above in its wraiths of 
mist, 

The blue below in its amethyst, 

O white of the sky, and sea-gull’s 
wing 

What vision doth day and battle 
bring?” 

His voice replies 
From vaulted skies; 

“I see thro’ the vista of the years 
The Vision of Better Things.” 

II. 

“The Hartford rides in the southern 
bay 

And War to the river comes, 

No spangled flag to the dawning day 

No beat to the angered drums, 

But silence, the boats creep to the 
shore, 

A moment — and then the demon’s 
roar, 

O cloud and O smoke which hide 
the sun 

Is battle yet o’er? Is it begun? 

His voice replies 

From darkling skies: 

“I see thro’ the errors of civic years 
The Vision of Better Things.” 

III. 

“The Brooklyn rides in the van ahead, 
Cayuga is by its side, 

The Pensacola, storm-mantled. 

The Richmond, upon the tide. 

The great guns belch out the blasts 
of breath,, 

The great shots herald the way of 
death, 

By the grey, green forts in angered 
roar 

What vision is seen on yonder 
shore?” 

His voice replies, 

From anxious skies: 

“I see thro’ the struggle of present 
years 

The Vision of Better Things.” 

IV. 

O blest is the fair, pure faith that 
sees 

O’er dusk of the battle-smoke; 

The princely calm of victories 

O’er towering saber-stroke. 

And blest is that faith that through 
all strife 

Makes quest of the Beautiful in Life, 
Awaiting in silence, in surcease, 

The breaking Dawn of the Day of 
Peace, 

When voice replies 
From crystal skies: 

‘‘I see thro’ the horologe of years, 
The Vision of Better Things.” 


RILEY. 

An acrostic. 

Ringing down the sunny banks along 
the Wabash river 
Is heard the song of Riley as Burns 
was heard at Ayr. 

Lilting o’er the Greenfield town when 
warm the homelights quiver 
Each lists in lovely music his own 
heart throbbing, where 

Youth’s angels dwell among life’s 
dreams, and bless the poet 
there. 


THE PASSING OF THE BISON. 


And when the grass crept northward 
in the spring 

When wood buds burst and birds of 
passage came, 

Then the lone bison turned to slowly 
swing 

His awkward length; his pasturage 
reclaim 

And follow on the tall grass place to 
place 

To dwell with early summer in its 
grace. 

With great head bowed and long and 
shaggy mane 

His silhouette is dark against the sky 

His clumsy body worn, in travel-stain, 

Wild, like the winds in storm, lone 
rushes by 

Far o’er the rocky, broken country, 
far, 

On o’er the river and the sand-sunk 
bar. 

For him the grey wolf skulks along 
the hill, 

The coyote calls, the prairie-dog half- 
fears, 

The quick-sand keeps its crater of 
dark ill 

The spiney cacti and agave rears. 

The roving Redman seeing, draws his 
rein, 

And gives long chase upon the gaunt 
rock plain. 

Long lost his dam — one stifled mother- 
cry, 

As bleeding on the desert sand she 
falls; 

Long lost his buxom, suckling calves 
which die 

Slow-starving in the river-bottom 
walls; 

Ghastly the gaping bullet wound that 
bleeds 

And marks a tortured path o’er ashen 
weeds. 

By the agave thicket, twilight tide. 

His flesh to pemmican is rudely 
smoked. 

The dug-out door is fashioned of his 
hide, 

The oxen by his leathern strips are 
yoked. 

Full many a tool is carven from his 
horn. 

Low sinks the flame, no crackling of 
the thorn. 

And when the grass creeps northward 
in the spring, 

When wood buds burst and birds of 
passage come 

Then the lone bison turns to slowly 
swing 

His awkward length no more. He 
tarries from 

His shadowed haunts where summer 
finds its place. 

Lone lord of primal prairies — extinct 
race. 


THE PRAIRIES, 


(Read at the Golden Wedding of Ad- 
rastus W. and Charlotte (Yale) 
Tolman, Christmas Day 
Nineteen Hundred.) 

SONG. 

Lift up thine eyes upon the prairies! 
See 

The vista wondrous that awaits for 
thee 

•‘Vale beautiful” 

The great winds whisper there- 

‘‘Vale beautiful” 

The echo faints far in air. 

Seek in the view simplicity 

The natural, the true, the wholly free. 

The Paradise 

Of all things as they are. 

Each whole true to its function 

Be it weed or star. 

Prelude. 

Behold the prairies beautiful, between 
The foothills of the east and of the 
west, 

The valleys and the uplands wrought 
in green 

Through glacial centuries of vast 
unrest. 

The dawn-light of the morning 
wakens them, 

Aurora lingers at the eastward 
gates, 

The stars of empire rise in diadem, 
And Ceres in her meadow-kingdom 
waits. 

(Spring on the Prairies . 

The vernal year awakens o’er the lea, 
The grass grows fragrant on the 
southern slope, 

An early songthrush lifts his melody. 
And all of life is thrilled and filled 
with hope. 

The catkins fringe the willow; by 
the brook 

The maples flame; and bud and 
twig and shoot 

Are pulsing with new life; and in the 
nook 

The pale spring beauties stir in 
leaf and root. 

Here are green woods where spring 
is fair to see 

Where first the crocus shares its 
chests of gold, 

Where blows the wind-blown, frail 
anemone 

And the hepatica, so loved of old. 

The wildwood violets of dew and 
light 

The wine-red trillium, the prairie 
star. 

The lone marsh-marigold with calyx 
bright 

The climbing clematis by pasture 
bar. 


(Summer on the Prairies). 

Here are wide fields where waves the 
wind-swept wheat, 

As wildly tuned as to a legended 
lyre, 

Green-bound by hedges where in 
coverts sweet 

The tawny lily lifts its cup of fire, 

Beyond is bearded rye, the barley 
gold. 

The drooping cat in many, toil-sown 
seas. 

The tasseled corn who stands a prin- 
cess bold 

And swings her silken scepter in 
the breeze. 

'J'he yellow roses burst in perfumed 
gold, 

The coreopsis blows in sunny cheer, 

The lemon lily stands by borders old 

A fairy Midan daughter wandered 
here. 

The rock nasturtiums, dizzy with de- 
light 

Are all afire within the molten air. 

The golden-rod a shepherdess all 
bright 

Lifts up her golden crook to summer 
there. 

This, yea, and more, the bride of fifty 
years 

Has heard within the music of her 
heart, 

These, more than these, she sees be- 
yond the tears 

That from the deep and hidden 
fountains start. 

She once was crowned with roses 
wondrous sweet, 

And half a century has slipped 
away; 

Give her to-day the sheaf of golden 
wheat, 

The crowning of the summer’s gol- 
den day. 

(Autumn on the Prairies). 

These are bright orchards of the plum 
and peach 

The russet pear, the cherry rubied 

Where grapes are purple to the eager 
reach 

And apples hang abundant over- 
head. 

Above, the thrushes, and the swallows 
near. 

The fieldbirds’ chorus in its varied 
keys, 

The meadow-lark’s sky-anthem ring- 
ing clear, 

The migratory flocks in leafless 
trees. 

The beeches blaze upon the river's 
edge, 

The sumacs redden on the southern 
hill. 

Kock-maples crimson on the farther 
ledge 

Tall poplars shiver in the autumn’s 
chill. 

O wonderous the woods wooed down 
to rest 

The fires of living hushed, the first 
of snows 

The aftermath and rowens browned, 
the crest 

Of giant branches in their shorn 
repose. 


(Winter on the Prairies). 

Afar the trackless wastes of drifted 
snow, 

The frozen streams, the pave of 
shimmered ice. 

The pinetrees tossed, the hemlocks 
bending low, 

Within the north-wind, and the 
tempests’ rise. 

The beaver by its dam, the marten 
near, 

The sable fox, the grey wolf dash- 
ing by 

The caribou and musa-ox and the 
deer, 

Which haunt the waters and the 
lake-lands nigh. 

Within the south the golden sun 
hangs low 

The winter settles o’er the prairies 
white 

The stars shine clear, and s’.eigh-bells 
o’er the snow 

Ring out the dizzy coasters’ keen 
delight. 

The back-log fires go roaring in their 
glee 

The household candles twinkle, 
gleam and shine 

Down litten aisles the lights flash 
merrily 

And gold of sky and hearth and 
aisle are thine. 

These are the pastures by the sunlit 
lakes. 

Where bend the countless heads of 
feeding herds, 

Where to the south the sweet queen 
summer wakes 

The wild-note jubilance of singing 
birds. 

Here are the snows of winter drifted 
white, 

Here are the clover blossoms bright 
and boon. 

Here the refulgence of the Northern 
light 

And all the carnival of rosy June. 

(The Mound-Builder on the Prairies). 

Recall the haunts of men within the 
Past 

Who came like shadows on a firelit 
wall! 

They reared the mounds that still the 
years outlast 

They came and lived and vanished 
— that is all. 

Their beacon-fires were lit upon the 
hills, 

To answer one another through the 
night 

The embers smoldered and the dark- 
ness stills 

The record of their prehistoric 
might. 


Whence came these men, these gaunt 
and silent men? 

Whence have they long departed? 
Whither lied, 

What issues stirred within those ages 
then 

What prowess and what conquest 
have they led? 

Saw they the pyramids beside the 
Nile: 

The hanging gardens of fair Baby- 
lon? 

To build of these, the earth-wrought, 
sphinx-like pile 

Their only voice from out Oblivion! 

(The Indian on the Prairies). 

Recall the hunting grounds of van- 
quished men 

The children of a half-forgotten 
race 

Once loud the war-whoop sounded 
hereward when 

They rode to war, or roamed in 
hunt and chase. 

Here on the waters bright and boon 
and blue 

Was wakened far the music of their 
oar, 

As in the fairy-fashioned birch canoe, 

They sought the landing on a 
farther shore. 

Within these trees their infant 
cradles swung 

The winds melodious in lullaby — 

Along these bluffs their winging 
arrows sung 

hire wary roebuck bounded forth to 
die. 

Their names are on our hills and by 
our streams 

Their legends in our story and our 
song, 

Their myths, within the tissues of our 
dreams — 

The campfire ashes drift — the trail 
is long — . 

(The Pioneer of the Prairies . 

Salute the brave and hardy pioneer 

Who looks within the distance yet 
to see 

The lifted antlers of the startled deer 

The wigwam fires and midnight 
revelry. 

Lone were the cabins, by the latch- 
string door 

Were four-o’clocks and honey- 
suckles sweet 

Lone were the prairie-schooners 
creeping o’er 

The westward path of Progress’ 
restless beat. 

Look through the half-sash casement 
kneeling there 

Beside the puncheon bench, upon 
the floor 

The lonely family at twilight prayer 

As for protection they in trust 
implore. 

See thou their vision of the coming 
years 

The greater commonwealth of later 
men 

That vision armed their toil, allayed 
their fears 


That vision made them lords and 
heroes then. 

Once more the Past awakes a golden 
dream — 

He sees the low, log-schoo'.house by 
the road, 

The planing mill beside the babbling 
stream, 

The lowly cabin of his own abode. 

The spelling-school is called, he 
stands again 

Beside the puncheon benches by 
the wall. 

And bright eyes, long asleep look 
o’er as then, 

And voices, long-time still, in sweet- 
ness call. 

(The Settler on the Prairies). 

The newer tides of commerce forward 
sweep 

The steam-strong boat is on the 
waters far. 

The lands are belted while the 
engines keep 

Their nerveless line where toil and 
traffic are; 

The lightning bears the messages of 
Thought, 

The voice doth cross the far abyss 
of space 

And Science the magician, here hath 
wrought 

Her alchemy, her magic, and her 
grace. 

Across the far-off seas go out the 
herds. 

To far-off waiting lands is lent the 
grain 

To far-off bonded isles are taught 
the words 

Here learned and lived upon the 
open plain: 

“Man is thy brother-man 
Through all the earth 

Beauty and Truth and Good 
The upward quest; 

Manhood the inner meed 
And might of worth 

Worship the guerdon 

And the grail of rest.” 

Refrain. 

Afar and limitless and lone and still 

In wide expanse they bide the 
centuries 

O’er them the winds are whist on 
bluff and hill 

With whispered songs and unsung 
prophecies. 

The prairies beautiful, where Eden- 
wise 

The Lord God walks within the cool 
of day, 

And questioning, “Where art Thou?” 
we arise 

And go to meet Him down the open 
way. 


SONNETS 


A LIFE WIDE-WINDOWED. 

Not by a single power but, rather, by 
A rounded interest doth man attain 
To full perfection; and, a victor, 
gain 

The summits and the all-horizoned 
sky. 

He takes the vast endeavor; and on 
high 

O’er Pisgah’s mount beholds the 
Jordan plain 

To bring anew to traffic, toil, and 
strain 

The possibilities that for them lie. 
So. his the clarion voice that calls 
“Succeed!” 

The eye that scans the Promised 
Land in view, 

The ear that harks the earth’s or- 
chestral tone. 

From his experience upsprings The 

Deed, 

From his integrity, The Faith 
Proved True, 

Through life wide-windowed. The 

Whole World His Own. 


THE HUNTSMAN STAR. 


Now doth arise. Orion, star of stars. 

Within the vast blue firmament of 
night 

Like a swift huntsman. Shine Light 
of light. 

Aglow, along the far celestial bars! 

Beyond thee sweep the golden-axled 
cars 

Of queen Diana, with her quiver 
bright; 

Of Phoehus, when his champing 
steeds take fright 

At the red helmet of the warrior 
Mars. 

So, as thou goest hunting for the 
beast 

Far down the still lone spaces of the 
sky 

Across the sunless sweep and far and 
far; 

We take thy great endeavor; in the 
east 

O’er us uplift the blue vaults high 
and high 

And dawns for us the huntsman’s 
victor star. 



































































VIEW OF NORTHERN ILLINOIS STATE NORMAL SCHOOL, DE KALB, ILLINOIS 



ODE TO THE 

NORTHERN NORMAL 


At request of Miss Bush, the class 
president, I read the Alumni Poem of 
1901 in the Study Hall of the N. I. S. 
N. S. June 20, 1901, at the First 
Alumni Meeting. 

The full moon rising o’er the Coli- 
seum 

Floods the lone arches with estatic 
light 

That quivers, gleams, leaps, trembles, 
and refracted 

Breaks into flame of glory on the 
sight. 

The under Doric pillars touched with 
shadows, 

The tall Ionians in wraith of mist 
The flowered Corinthians in eerie 
shimmer 

Like jewelled rainbow arched in ame- 
thyst. 

Within the light that seems too full 
for music 

As if no master hand could strike the 
key. 

The great, gaunt Past stalks as a 
sheeted phantom 

And words anew the years of history. 
Here Flavius. Here Titus! See, be- 
fore them 

The jungled animals are loosed again, 
The gladiators fight in the arena, 
The shouts are hurtled as they echo- 
ed then. 

This master dream of massive archi- 
tecture, 

Vast amphitheater in Time’s decay, 
These pillars lone of past primeval 
ages 

These storied arches of a vanished 
day 

Are voiceful in the light and vast in 
meaning 

The Rome of life and thought is 
understood 

Till one may read the wondrous 
superscription 

That man is trending upward toward 
the Good. 

Thou, too. art vast in meaning, Thou, 
my Normal, 

Our castle beautiful, not in the air 
Are thy far turrets more sublime, 
exalted. 

Than are the purposes that placed 
them there. 

An answered prophecy and, too, a 
promise 

Thou speakest to two peoples and thy 
voice 

Has two full chords that thrill in ex- 
ultation 

And bid the heart of youth and age 
rejoice. 

The sturdy outgrowth of a mighty 
people 

Their courage and their fortitude are 
thine. 

To thee they build Faith’s wondrous, 
flaming altar 

And worship at thy portals as a 
shrine. 


Their dreams, their hopes, their 
woodsied haunts of beauty 

Their visions of the prairies bound 
by light. 

Their high ideals of God in home and 
country 

Are freighted in thy mission bene- 
dight. 

For thee the pilgrim band came o’er 
the waters. 

The pioneer has kneeled him down 
and died, 

For thee has Jefferson in deed re- 
corded 

The blessings that to thee are not 
denied, 

For thee has Black Hawk fled, and 
irom the rivers 

Has sped the ripple of the last canoe; 

For thee the great war-governor has 
marshaled 

The stalwart regiments which wore 
the blue. 

The light upon thy turrets burns to 
splendor 

Thy Past awakens and in splendor 
lone 

The far Red Children of the prairie 
hasten 

To the wide westward that they make 
their own. 

In clearer light the pioneer is pass- 
ing 

His pathway gleaming in a golden 
sheen 

And breaking on the youth who holds 
the Present 

Are visions which his fathers have 
foreseen. 

Our Alma Mater, well-beloved and 
holy 

What music wakens in the falling 
light; 

What heart-throbs stir as in the east 
is burning 

The greater dawning of the greater 
Right! 

All possibilities are in thy future, 

A mighty beacon glows within thy 
hand. 

Thy weal is with the Youth and more 
the welfare 

Of this united, this enhallowed land. 

Upward, and passed the fallen halls 
of Kamak, 

Passed the Acropolis upon the hill. 

On, passed the ancient moon-lit Coli- 
seum 

And castled crags whose armored 
halls are still. 

Upward the mighty sweep of Thought 
is speeding 

Its Magna Charta written in the 
skies, 

The Angel of the Presence leading 
onward 

That man from out the lesser man 
arise. 




Our Alma Mater, holy tender mother! 

The first Sixteen are gathered back 
to thee 

They rest their heads again upon thy 
bosom 

They hark thine accents falling ten- 
derly 

They are the first class among many 
students 

And like the Cotter’s bairns — in thy 
rapt ear 

They tell the cruise — these Argo- 
nauts of Voyage — 

And the full happenings of by-gone 
year. 

Our Alma Mater, beautiful and holy 

Standing a vestal priestess, clothed 
in light! 

The fires upon the altar trimming, 
tending, 

That have survived the centuries of 
night. 

Mother of thought, of hope, of as- 
piration 

Of the fair vision and the dream of 
Y outh, 

With lighted brow upturned to the 
far Heaven, 

The vast cathedral of the perfect 
Truth. 


WOMAN. 


For my mother’s sixtieth birthday 

anniversary. 

Woman is womanly and lovely when 

She doth fulfill the Lord’s great plan 
for Men. 

Equal of man, (for taken from his 
side 

She is his mother first and then his 
bride), 

His spirit’s helpmeet, offering in 
prayer 

His name and hers in shining censers 
where 

The angels listen and in courts 
above 

Sing to her happy faith that breathes 
its love. 

Woman is marvelous and godlike 
when 

She lifts Eve’s cry among the tents 
of men. 

Saying within the silence of the night 

‘‘I have now gotten me, O tender 
sight, 

A man and from the Lord.” It doth 
suffice 

To her that she again hath Paradise. 


Woman is courteous and gracious 
when 

She bears the loaf and ewer unto 
men. 

Lifting the warm bread with her holy 
hands 

To feed the gleaners of the grain- 
filled lands, 

Sending her loved ones forth in 
strength and cheer 
Unto the markets of the worldwide 
year. 

Woman is dutiful and worthy when 
She shares the burden borne by 
Tanks of men. 

Knowing her forward movement is 
the rear 

Holding like Hur that Aaron may 
appear, 

Mary or Martha unto Washington 
Strengthening for the deeds his hand 
hath done. 

Woman is angel-like, a priestess when 
She brings sweet comfort to the ills 
of men. 

Laying a cool white hand on fevered 
brow 

Soothing the pain; and if the press 
allow 

To write a letter, or at eve to look 
Along the pages of the blessed book. 

Woman is well-beloved and perfect 
when 

She is approved of angels and of men. 
Flower-crowned with happy faces fair 
As The Sweet Child in Dresden, 
blessing there 

White clouds of infant cherubs, which 
the light- 

Brings from the curtained shadows 
to the sight. 

Woman is beautiful, and holy when 
Like Deborah she leads the hosts of 
men 

Up the clear heights where chaste 
and strong and brave 
They conquer self, and others; when 
they save 

The lorn and lost; who know the 
better part 

Of their endeavor is some woman’s 
heart. 

Woman is God’s most perfect handi- 
craft 

She woke and lo! all Eden looked 
and laughed 

Along the singing breeze. She had 
but smiled 

When sunlight glistened where the 
song birds whiled 

By crystal streams; and when she 
sighed, and spoke, 

A living music unto Adam bro^e 
Along the flower-aisles; where they 
together stood 

And sang creation’s anthem “Earth is 
good ! ” 

July 27, 1841-1901. 


THE SONG OF THE 

CALCITE GEODE. 


0 it is not the layers of earth so deep, 
Nor the granite or feldspar near, 

Nor the tremulous movements that by 

me sweep 

Nor the darkness that waiteth drear, 
’Tis the underground waters 
The soft, falling waters 
That trickle and creep, 

That press to my bosom the crystals 
of cheer. 

To the waters I tell of the silence 
chill. 

Of the pressure and weight of dust, 
Of my dream of the sunlight that 
glints the hill, 

Of the grass on the surface crust, 

’Tis the underground waters 
The soft, falling waters, 

All solvent and still, 

That jewel the hollows that linger in 
rust. 

1 am hidden in depths of Plutonic 

doom, 

In the aeons of endless night 
Yet how precious to think in the 
dearth of tomb, 

Of the treasures of calcite bright, 

’Tis the underground waters- 
The soft, falling waters. 

That cheer in the gloom 
That glory my bosom in crystals of 
light. 

And I hear that they say there are 
mortals fair, 

Who have tired on the sunlit hill. 

As they hark for the words of a 
voiceless prayer, 

For a song that has long been still, 
’Tis the underground waters, 

The soft, falling waters, 

O would they were there 
The tears to encrystal, the dream to 
fulfill. 


THOMAS CARLYLE. 

1795 - 1881 . 

He stands a tall gaunt form upon the 
distant height 

With brow uplifted to the broad 
and blue expanse 

Of an illuminated heaven, He per- 
chance 

Hath pierced the fog and mist to the 
empyreal light 

Beyond the dearth of superstition’s 
starless night 

Where o’er the highest zenith, to 
the flame and dance 

The golden stars above the crystal 
spheres enhance, 

And a prophetic vision breaks upon 
his sight, 

Thus stood the great lawgiver of the 
chosen race 

With two rock-tables in his out- 
stretched hand 

Inscribed by angel-finger of the 
Lord Most High, 

With clarion message to the nation, 
face to face, 

Carlyle sounds out anathema upon 
the land 

A seer, a Sartor, on the spirit’s 
Sinai. 


APOSTROPHE TO THE EAGLE. 


Westward, O Eagle of the stars, 
Across the sunset sea! 

The wind is blowing o’er the bars 
And out a taut to lee. 

Wing out across the waters blue 
O’er wraith of spray and mist 
O’er tone of changing sheen r.nG hue 
O’er gleam of amethyst. 

Outward across the waters free 
From out the Golden Gate 
The Great East waiteth long for thee 
Speed On thy course elate. 

Touch Hawaii! Touch Guam’s lone 
shore! 

On o’er the coral strand! 

The Philippines are on before 
Within the summer land. 

Upward. O Standard-Bearer, on, 

Thy eyrie in the hills 
Thy screams have startled far the 
dawn 

Where chrism of dew distills 
Thy haughty eye has viewed the past 
Thou piercest cloud and air. 

The vista of the nation vast 
Is shielded with thee there. 

Onward, O Eagle of the stars! 

O spirit of the west! 

The Grail is held o’er litten bars 
The guerdon of the quest. 

Westward, thy brother waiteth thee 
Lay on his lifted brow 
The coronet of Liberty 

The birthright of the Now. 

Skyward, O Bird of Glory, wing, 

The air is full of song 
Anthems of Allelulia ring 
In rapture far along. 

Hymns that the dauntless Pilgrims 
woke 

Along the lone sea wall, 

Prayers that the midnight stillness 
broke, 

Cheer of the strong man’s call. 

Godward, O Herald of the Free! 

While centuries may roll 
Wherever man may fettered be 
In word, in thought, in soul. 

Who raiseth man is touch with God. 

He and his Lord are one. 

Bear on the law, the lamp, the rod 
On toward the westward sun. 


ROGER ASCHAM. 

1515 - 1568 . 

Wise Roger Ascham, workman of the 
Hour. 

The skillful teacher of the nation’s 
youth, 

The master-builder with the blocks 
of truth 

Whose chisel is the measure of his 
power. 

He loves his work, it is the one 
sweet flower 

Of adoration; here, in schools for- 
sooth, 

He strikes the Perfect from the raw 
Uncouth 

And forms the student of the wider 
dower. 

So reading deep in eld philosophy 
The thought of all the Ages’ gol- 
den best, 

He takes his pattern from the 
prophet’s mount, 

With spirit strong, the goal efficiency, 
He strikes the marble. Will it 
stand the test, 

And shall he now another 
scholar count? 


I. F. Edwards, County Superinten- 
dent of Schools. Lee County. 

Dixon, Illinois, November 14. 1901. 
Miss Minnie Adella Helmershausen, 
Franklin Grove. Ilinois. 

Miss Helmershausen: — 

Have decided to adopt the song, 
“The County of Lee.” Had it printed 
in Daily Telegraph last evening. Have 
phoned Mr. Shaw to send you a copy. 
Am going to have a number of copies 
printed. How many do you want? 

The song in my judgment, is all 
right. 

Respectfuflly, 

I. F. EDWARDS. 

A song of Lee County, composed 
by Miss Helmershausen for the 
schools of the county. It has been 
suggested by Hon. Alfred Bayliss, 
state superintendent of public in- 
struction that each county in the 
state adopt a song for said county. 
Winnebago county has taken the lead 
and has adopted a song entitled ‘‘The 
County Winnebago.” 

Lee county not to be outdone, and 
believing at the same time that it is 
a very appropriate thing to do has 
this day, November 13, 1901 adopted 
a song entitled “The County of Lee.” 
This song was composed by Miss 
Minnie Adella Helmershausen of 
Franklin Grove. Miss Helmershau- 
sen was born and educated in Lee 
County and is a young lady of whom 
the county should feel justly proud, 
not only for her very appropriate 
county song, but for her many other 
productions consisting of poetry and 
song. It is my wish that as the boys 
and girls of the county learn to sing 
the song, that they will not forget 
the composer who so kindly present 
ed it to them. Enough copies will be 
printed so that each pupil in the 
county may have one. We now have 
our national, state and county songs 
in “America/’ “Illinois,” and “The 
County of Lee/’ all of which are very 
appropriate for our schools. See to 
it, teachers, that the boys and girls 
in your care sing the above songs 
and I feel quite sure that it will 
awaken in them a greater national, 
state and county pride and make for 
better manhood and womanhood. 

Respectfully, 

I. F. EDWARDS, Suipt. 


HISTORICAL NOTE. 

Lee county was set off from Ogle 
county in 1839, the state capitol be- 
ing then at Vandalia. The village 
about the land office at Dixon Ferry 
became the county seat with the 
name of Dixon to perpetuate the 
memory of John Dixon. The settlers 
were many of them heroes of the war 
of ‘‘1812,” and later distinguished 


themselves in the Black Hawk. Mex- 
ican, Civil and Cuban conflicts. 

“Lighthorse Harry” Lee, a hero of 
Revolutionary war times, was chosen 
by congress to give the national 
euiogy upon Washington. It was one 
of the greatest efforts in modern ora- 
tory. 

In the Black Hawk war of 1832 
Major Robert Anderson, who after 
ward held the flag over Fort Sumter, 
swore into the U. S. service at Dixon 
as Captain — Abraham Lincoln. From 
Sagamon county north to Lee county, 
came the brave and intrepid young 
backwoodsman, who later became our 
martyred president. 

Lee county has held high rank for 
loyalty to country and fidelity to the 
constitution; has sent her quota to 
the army and navy; has lent many 
bright minds to the bench and bar, 
and may well be the p ide and glory 
of her loyal school children. 


THE COUNTY OF LEE, 


Words by Adella Helmershausen. 

Music by Henry C. Work. 

(Tune — -‘‘Marching Through Georgia”) 
For the benediction of the heavens 
overhead ; 

For the dauntless courage where our 
fathers fought and bled; 

For the grace and gflory where our 
brothers on have led, 

Hail to our loyal Lee County! 

Chorus: 

We hail in song the Beautiful and 
Free. 

A song of cheer. O Loved and Loyal 
Lee, 

Forth thy starry banner floats for 
Law and Liberty 
Hail to our loyal Lee County! 

From the blue Rock River with its 
vanishing canoe, 

From the grove and thicket where 
the deer have skirted through, 
From the open prairie with the cabin 
still in view. 

Hail to our loyal Lee County! 

Chorus: 

Dost thou dream O county loved, of 
“Lighthorse Harry” Lee, 

How his dashing cohorts rode as le- 
gions of the Free, 

How he crowned our Washington with 
deathless eulogy? 

Hail to our loyal Lee County! 

Chorus: 

Where the Dixon Ferry ran above the 
river’s swell, 

Where the menaced shadow of the 
chieftain Black Hawk fell, 
Where the saintlv Lincoln fought. 

once more the battle tell, 

Hail to our loyal Lee County! 

Chorus: 

In the lofty rigging where the winds 
are whistling sweet 
By the soldier’s campfire where his 
comrades often meet 
Sailor lad and soldier lad ‘‘three 
cheers” afar repeat, 

Hail to our loyal Lee County! 

Chorus: 

Wake the chiming chorus, touch the 
'-reat bells everywhere, 

Swell the joyful music in the Illi- 
noisan air, 

With our watchword “Victory!” and 
Peace” our battle prayer, 

Hail to our loyal Lee County! 

Chorus: 


December 2, 1902. 

Miss Minnie Adella Helmershausen, 
Franklin Grove, 111. 

Dear Madam: — 

Four counties now have songs, — 
Saline, Winnebago. Pike, and Lee. I 
think they should be printed with 
“Ilinois,” and “America,” and used in 
the schools. 

1 lived in the next county to Lee 
so long that I feel quite a neighborly 
pride in your work. 

Yours very truly, 

ALFRED BAYLISS. 


SONG OF QUEST. 

I. 

Over the wave when the light is low 
And the west with splendor gleams, 

In an open boat on the tide afloat 
The student drifts and dreams; 

Till he nears the sight of the towers 
of light 

And the classic halls ashore, 

Where quivering fires of sunset pyres 
In the might of their light flame 
o’er. 

A glad cheer, lad. and a glad cheer, 
maid! 

And a song as we onward row. 

A song of quest for the victor Best 
That the years, that the years may 
know. 

II. 

Over tne wave when the light is low 
In a still celestial calm, 

Wlhere on upborne wing doth the 
spirit sing 

Its peace and praise in psalm; 

Where there shines a star o’er the 
towers afar 

O’er the classic halls ashore. 

O’er shrine of the Thought of the 
Ages wrought 

Through the rime of the Time of 
yore. 

A glad cheer, lad, and a glad cheer, 
maid! 

And a song as we onward row, 

A song of quest, for the victor Best 
That the years, that the years may 
know. 

III. 

Over the wave when the light is low 
And the silver moon doth rise 

For the Life that lives, and the Gift 
that gives, 

The students’ conquest lies, 

And he hails the sight of the towers 
of light, 

Of the classic halls ashore; 

With purpose to do, with a faith 
proved true 

Anl the Might of the Right before. 

A glad cheer, lad, and a glad cheer, 
maid! 

And a song as we onward row. 

A song of Quest for the victor Best, 
That the years, that the years may 
know. 


December 1, 1901. 
Dear Miss Helmershausen: — 

I think the idea of “The County 
Song” a good one and I think that 
you have contributed one that is 
worthy to be sung by the children of 
■‘Loyal Lee County.” 

I am always glad to hear from you 
end I hope to receive wliat the muse 
prompts you to write. I especially 
prize what I like to consider our 
dedication song. 

Very cordially yours, 

JOHN W. COOK. 


THE VICEROY AND 

THE MONARCH. 

It is a fine protective mimicry: 

The butterfly besought by butcher 
bird 

Marked bright with colors of Kheva 
or Kurd 

And sweet as balm and bloom of 
Araby ; 

The bolder insect from its tenantry 

Upon the milkweed stalk, which 
roughly stirred 

Exudes a bitter odor, thus to gird 

Its only armor from its enemy. 

So changing mark and hue. on airy 
wing 

The gay Viceroy, a prince of farther 
Ind 

Takes on the mantle of the 
Monarch, thus 

Deluding where the birds of forage 
swing, 

Retreating on the billows of the 
wind. 

The marvel of the magic still 
with us. 


THE MESSAGE OF 

“THE BROOK FARM.” 

This is West Roxbury and this the 
brook 

That prattles through green fields, 
o’er pebbly bed. 

The ruin-cellar desolate instead 

Of friendly windows. Here the syl- 
van nook 

Where scattered poppies bloomed, I 
turn the book 

Where oft their names I have in 
wonder read 

And marvel that they answer not, 
the dead 

Whose dreams were visions. To the 
hills I look. 

So are the men and women gone. 
Bereft the place. 

But the large message that they 
gave the hour 

Has found abundant answer in 
the heart. 

The social world still hears their 
word of grace 

Humanitarian, and strong in power 
Lists bravely forth for action. Do 
thy part! 


THE PANSIES IN THE SNOW. 


I brushed aside mid-winter’s snow 
wind-drifting 

To find three bright-faced pansies 
blowing, 

Which smiled their courage, each so 
bravely lifting 

A petal-cheek for sun-kiss glowing. 

Snow-blossoms, purple, velvet, pansy 
faces 

So friendly, fragile, and so fairy, 

Above the elfin frost’s embroidered 
traces 

In witchery of figures airy. 

Three shining faces rise in dream 
before me 

Marked deep with pain and strain- 
ed with sorrow; 

The beauty of their faith falls brightly 
o’er me 

The midnight vigil e’er the morrow. 

Ben Johnson writing on his sinking 
pillow 

In the delirium oft tossing. 

Beyond adversity’s engulfing billow 

A Shepherd meadow-brooklet cross- 
ing. 

Dear Heine, poet lorn, laid loveless, 
dreary, 

In living death. His fancy stray- 
ing 

With dreams amid the past, a piper 
weary 

On oaten-reed a farewell playing. 

And Moliere, along the play-boards 
straying 

Sweet singing o’er his swan-song, 
sighing 

To leave the footlights and the actors 
playing 

To sigh one song, and sighing, dy- 
ing. 

Akin are smile and tear, the joy to 
sorrow, 

The mortal land to field elysian; 

I feign would from the snowy blos- 
soms borrow 

The three-fold message in the 
vision. 


THE FOX-SPARROW. 


How joyous on an early morn 
In rambling by-path lost. 

To brush aside the boughs adorn 
In jewels of the frost. 

And in the fallen leaves to find 
The bright fox-sparrow throng. 
To catch the melodies they wind 
The wintry winds along. 

A chorus that the full heart stirs 
In jubilance. 0 list! 

The happy Phoebus worshippers 
When Dawn is at its tryst. 

The fairy tints of rosy dawn 
They bear upon their breast. 

And seem a rainbow lately gone 
Across the snowy crest. 

A short, a loud, a joyful song, 

A whirr, a sweep of wings, 

A mighty volume borne along 
An echo backward flings. 
Uplifted brow to blue abyss 
Of radiance and light 
Is haloed. O, the raptured Miss 
Of song upborne in flight. 


THE LAST CRUISE 

OF THE MAYFLOWER 


The Mayflower sank in 1659, return- 
ing from Masulipitam to Gombroom. 

To Masulipitam, Ah! me, 

The Mayflower for its cargo sailed 

From Gombroom in the eastern sea. 

The low sun seemed to start and flee 
The monsoon in the windward 
Quailed 

To Masulipitam, Ah! me. 

The waves leaped up in mad-cap glee 
The very stars at midnight paled 

From Gombroom in the eastern sea. 

A ghost was seen to backward flee 
The sea-birds in the rigging wailed 

To Masulipitam, Ah, me. 

The brave craft listed to the lee 
Then up the wave-troughs forward 
scaled 

From Gombroom in the eastern sea. 

The timbers crashed, a human plea, 
The storm roared on, the ship-lights 
failed 

To Masulipitam, Ah, me. 

From Gombroom in the eastern sea. 


DREAMS OF YOUTH. 


Wake, O wake those dreams of youth 
That have slumbered drowsy-eyed. 
The enchantment of the truth 
Has in dull deception died, 

But the real and the true, thou must 
leave 

Dreams of youth, lest the faith with- 
in us grieve. 


ENCORE. 


Sing, O sing those songs again 
That we sang in days of yore; 
Very young and ardent men, 

Lovely maidens. Sing once more. 
Hark! tne echo breathes them o'er 
and o’er, 

Songs long stilled our hearts encore, 
hearts encore. 


CONTENTS, 


In Chronological Order. 

1891. — Dixon Boat Song 

College Chimes 

The Warm Night Sky Doth 
Bend On High 

The Last Angel of Correggio 
Where Went Fortune Thither 
The Hunt 
Song Of The Soul 
The Chorus Of The Day 
Row, Dixon. Row 
The Lament Of Vercingetorix. 
Lalage 
All Is Light 
Titian Gold 
Rose, Birdling, Star 
Grande Coquette 
The Season Of Life’s Happy 
Spring 
Prelude 
Spring Song 
Song Of Youth 
The Vision 
Postlude 

Edgar Allen Poe 

1892. — Wayne 

Crystal Water, Drink 
Sparkling Winecup. Turn 
The Stars O’er The Exile 
Legend of Curtius 
My Harp Of Gold! It Is All 
Attune 

In Fadeless Meadows 
The Lilies Are Still Her Own 
The Blue Flower Of The Dan- 
ube 

Upon The Crown 
The Gifts 
The Forest 
The Sea 
The Eve 

1893. — Adown The Dixon Road 

Prelude 

In Lighted Chambers 
Dream Song 
Revery. 

Bridge Song 
Culvert Song 
Shadow Song 
Star Song 
Driving Song 
Bird Song 
Snatches Of Song 
Road Song 
Program Song 
Ode To Music 
Nocturne 

The Voice Of The Satire 
Threnody. A Sonnet-Series 

I. — Questioning 

Refrain, The Morai 

II. — Noli Me Tangere 

Refrain, Longing For 
Home 

III. — Going Home 

Refrain, Azriel 

IV. — The Adersbach Rocks 

Refrain, Mourning Her 
Absence 

V. — O’er Sofahla Bay 

±vefrain, Visions Of 
Light 


Dawn In The Winter Woods 
The Nocturnal Blossom 
Aux Bords De L’Oise 
Bells Of Binnenhof 
Athenians, Sonnet 
November Eve 

Gathering Dog-Tooth 'Violets 
Prose Lyric 
In Lullaby 

1894. — Departed 

Water Lilies 

On Finding A Fossil Fern, 
Prose Lyric 

The May Is Thine And Mine 
Strive 

The Pirate Craft, Ballad 

1895. — Unforgotten Lessons 

Chicago. The Queen Of The 
West 
Lincoln 

Wandering With The Wild 
Lupine 

The Norway Spruce 
Moonlight O’er The Eagle’s 
Nest 

Tne Commencement 
The Firefly O’er The Wild 
Sweet Brier 
A Triolet 

The Water-Harpers 

1896. — At Runnymede 

Mandolin Song 

The Nest Of The Red-Tailed 
Hawk 
The Flag 

The Florentine Angels 
The Humming Birds O’er The 
Honeysuckles 
To Rosalind Blaisdell 

1897. — The Red-Winged Blackbirds 

Our Country’s Father, Wash- 
ington 

The Mutual Community 
Sonnet 
Ecce Homo 
The Dawn 

This Ship Of Mine, A Sonnet 
From Petrarch 
Polaris, Trochaic Verse 
Kite Creek 
Garden Fires 
Gleaners — To Little Ruth 

1898. — The Ring Doves Coo In The 

Alders Fall 

The Bob White’s Nest In The 
Brambles Brown 
La Fayette 

Where Doth Failure Dwell? 
Blue Darling Of The Vaulted 
■Skies 

The Swallows Sail Through 
The Zephyr Skies 
The Girls Who Were Young In 
My Youth With Me 

1899. — Seventy-Seven, To My Father 

The King Of Thule 
Mary Webb 
Diary. 

Mosaics. 

The Spirit Of Nazareth 
The Marvel Of Life 

1900. — Across The Campus 

The Yellow And White, To 
Miss Alice Patten 
The Morning Watch 
Domestic Science, To Miss 
Hoaglin 


Stand By 

Parody: Four Pages More 
Toast 
Mary Lyon 
A Valentine. 

A Color Idyl 
Toasts 
Normal 
DeKalb 
Invocation 
To A Plowman 
Twice-Counted Years 
Kishwaukee 
The Angel Guardian 
Toasts 

Our Morning Watch II 
Hang The Stein Upon The Wall 
Home-Sick 
Parting To-Night 
Dedication Of The Norther 
How Like A Lovely Flower 
Thou Art 

Adown The Wabash River 
Greeting And Farewell 
Bright Vision of Morning 
END OF DIARY. 

At the Gates Of Day 
In The Grand Canyon of The 
Colorado 

On The Bright Angel Trail 
The Vision Of The Admiral 
Riley, An Acrostic 
The Passing Of The Bison 
The Prairies 

1901. — A Life WSde-Windowed 
The Huntsman Star 
Alumni Ode. N. I. S. N. S. 1901 
The Northern Normal 
Alma Mater 
Woman 

The Song Of The Calcite Geode 
Thomas Carlyle. 

Apostrophe To The Eagle 
Roger Ascham 
The County of Lee 
The Viceroy And The Monarch 
The Message Of “The Brook 
Farm” 

Song Of Quest 
The Pansies In The Snow 
The Fox Sparrow 
The Last Cruise Of The May- 
flower 

Dreams of Youth 
Encore 

FINIS. 


ACKNOWLEDGEMENT TO 

B. H. Halderman, Franklin Grove. 111. 
for culvert scene; to Hon. I. F. Ed- 
wards president Dixon College, for 
college scenes; to Dr. John W. Cook, 
president Northern Illinois State Nor- 
mal School, DeKaib, 111. for normal 
school scenes; to D. Appleton & Co., 
N. Y.; to Houghton Mifflin and Com- 
pany, Boston, Mass., for permission 
to quote from copyrighted material. 


Chronology.— “To Time I’m Heir.” 

— Goethe. 

1891. Finished two years’ course 
in Dixon College. 

1891-92-93 94. Taught school. Pri- 
vate lessons Saturday at Dixon Col- 
lege while my sister Alice took les- 
sons in piano, harmony and counter- 
point. Read Chautauqua courses, us- 
ing the college library. 

1895-96- Taught school. Read Chau- 
tauqua courses. Studied under direc- 
tion of E. L. Wells, Principal of the 
Wells School, Oregon, Illinois and 
took the summer quarters, ’95-’96, at 
the school. 

1897. Two terms at I. S. N. U. 

1898. Taught six months Return- 
ed to I. S. N. U. 

1898- 1899. Taught in Oak Street 
School, Elgin. Ada M. Benedict, Prin., 
M. A. Whitney Supt. 

(a) Studied physics this year with 
Prof. Patton. 

(b) Examined the course of study 
and school system. 

(c) Read and applied McLellan 
and Dewey’s “Applied Psychology.” 
Made a note-book of observations, and 
studies, and sent it to Mr. Holmes at 
Normal. His reply: 

Normal, 111,. May 13, 1899. 
Dear Miss Helmershausen: — 

I remember with pleasure your ex- 
cellent work in my classes last year. 
The work you send me, or better, the 
evidences of your work, is worthy 
high commendation. When you return 
I shall give you a grade in elementary 
psychology after you have made a re- 
port of certain observations of child- 
life or student life such as I require 
in the elementary work. This, in 
your case, can be done incidentally, 
not requiring much time. You will 
then be relieved from entering the 
elementary psychology class; thus en- 
abling you to go right on into your 
second year of tbe two-year course. 
With cordial regard. I am, 

Truly yours, 

M. J. HOLMES. 
Miss Minnie Adella Helmershausen, 
Elgin, 111. 

I took this psychology major at De- 
Kalb. Asked leave of absence to take 
the senior year studies at the Normal 
school. 

1899- ’00. One year at N. I. S. N. S. 

1900- ’01 Returned to Elgin. Locust 
Street Scvhool, W. H. Wilcox, Prin., 
M. A. Whitney, Supt. 

Work in French. 

1900, May 10-July 4, 40 lessons, 

Primer. 

July 5-Sept. 1, 40 lessons, Conversa- 
tion. 

Sept. 3-Nov. 1, 40 lessons Conversa- 
tion. 

1900-01, Nov. 1-Jan. 24, 60 lessons 
Grammar. 

Jan. 24-March 12, LaFontaine. 
Easy French literature; Beginning 
French history. 

March 12-Jan. 2, 1902. 160 lessons, 

Readings. 

Review in German. 

May 11, 1900 in DeKalb to Dec. 20, 
1900 in Elgin. 

100 lessons. Woodbury’s Grammar, 
Ahn’s Primer, Conversation, Reader, 
Poems, Stories. 

The instructor was Mademoiselle 
Cecile E. Nussle at DeKalb and El- 
gin. 

Read Latin with Miss Fairchild. 

OCT — 1 ! Q/,0 “Time is the stuff Life is made of.” 

— Benjamin Franklin. 



























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